If     Ijm  iiiwwBwwir tmotw  ipwininiii  wiunr  ymmmmmmammm 


/* 


ORAL 

LESSON    E 


y 


A 


■ 


fr 


\  ("VV.  ..v" 


r* 


Q 


DEP 


No.    \64u\  £-'u' 


NEW    CENTURY    SERIES 

OF 

ANATOMY  PHYSIOLOGY  AND  HYGIENE 

BY 

WINFIELD  S.  HALL,  Ph.D.  M.I).  (Letpsic) 

Professor  of  Physiology, 
Northwestern  University  Medical  School,  Chicago. 

HENRY   F.   HEWES,  A.B.,  M.D.  (Harvard) 

Instructor  in  Physiological  and  Clinical  Chemistry, 
Harvard  University  Medical  School,  Boston. 

JEANNETTE   WINTER    HALL 

Special  Teacher  of  Physiology,  Berwyn,  Illinois. 

HENRIETTA  AMELIA  MIRICK,  A.B.  (Wellesley) 

Assistant  Editor  School  Physiology  Journal,  Boston. 


NEW    CENTURY    SERIES 
OF  ANATOMY   PHYSIOLOGY   AND    HYGIENE 


1.  Anatomy  Physiology  and  Hygiene 

For  High  Schools 
By  Henry  F.  Hewes,  A.B.,  M.D.  (Harvard),  Instructor  in  Physiologi- 
cal and  Clinical  Chemistry,  Harvard  University  Medical  School, 
Boston. 

2.  Elementary  Anatomy  Physiology  and  Hygiene 

For  Higher  Grammar  Grades 
By  Winfield  S.  Hall,  Ph.D.,  M.D.  (Leipsic),  Professor  of  Physiology, 
Northwestern  University  Medical  School,  Chicago. 

8!    Intermediate  Physiology  and  Hygiene 

For  Fifth  and  Sixth  Year  Pupils,  or  Corresponding  Classes  in 
Ungraded  Schools 
By  Winfield  S.  Hall,  Ph.D.,  M.D.  (Leipsic),  Professor  of  Physiology, 
Northwestern  University  Medical  School,  Chicago,  and 

Jeannette  Winter  Hall,  Special  Teacher  of  Physiology,  Berwyn, 
Illinois. 

4.  The  New  Century  Primer  of  Hygiene 

First  Book  for  Pupils'  Use 
By  Jeannette  Winter  Hall,  Special  Teacher  of  Physiology,  Berwyn, 
Illinois. 

5.  Oral  Lesson  Book  in  Hygiene 

For  Primary  Teachers 
By  Henrietta  Amelia  Mirick,  A.B.  (Wellesley),  Assistant  Editor 
School  Physiology  Journal,  Boston. 


NEW  CENTURY  SERIES 
OF  ANATOMY  PHYSIOLOGY  AND  HYGIENE. 


ORAL    LESSON    BOOK 


HYGIENE 


FOR    PRIMARY    TEACHERS 


HENRIETTA    AMELIA    MIRICK,   A.R.  (Wellesley) 

Assistant  Editor  School  Physiology  Journal,  Boston 


NEW   YORK  •:•  CINCINNATI  •:•  CHICAGO 

AMERICAN    BOOK    COMPANY 


RA43| 


O     (1      «J 


>N  OEf»t- 
DtDOBSEMENT 


Ms 

'  •  We,  the  'tmdesfsi'gned,  have  carefully  examined  the  school   text-book 
entitled 

ORAL   LESSON   BOOK   IN    HYGIENE 

by  Henrietta  Amelia  Mirick,  with  reference  to  the  following  points:  — 

1.  Fullness  and  accuracy  of  subject-matter  relating  to  the  nature  and 
effects  of  alcoholic  drinks  and  other  narcotics  upon  the  human  system. 

2.  Amount  of  matter  on  general  hygiene. 

3.  Presentation  of  matter  with  regard  to  its  adaptability  to  the  class 
of  pupils  for  which  it  is  designed. 

We  are  satisfied  that  on  all  these  points,  as  well  as  in  physiology, 
the  treatment  is  as  complete  as  is  required  for  the  teacher's  assistance 
in  giving  oral  instruction  to  primary  pupils,  while  both  in  statement  and 
method  it  is  fully  in  harmony  with  the  results  of  the  latest  investigations. 
We  therefore  heartily  indorse  the  book  for  the  use  of  teachers  in  primary 
classes,  and  are  especially  happy  to  commend  its  successful  presentation 
as  being  the  first  work  of  the  kind  to  which  our  attention  has  been  called. 

A.  H.  Plumb,  P.D.  Mrs.  Mary  H.  Hunt, 

Rev.  Joseph  Cook,  LL.D.  World's  and  National  Superin- 

Daniel  Dorchester,  D.D.  tendent  of  Scientific  Temperance 

William  A.  Mowry,  Ph.D.  Instruction    of    the     Woman's 

L.  D.  Mason,  M.D.  Christian  Temperance   Union. 

T.  D.  Crothers,  M.D. 
Chas.  H.  Shepard,  M.D. 
George  W.   Webster,  M.D. 
Text-book  Committee  of  the  Ad- 
visory Board. 

Copyright,  1901,  by 
AMERICAN    BOOK   COMPANY. 

Entered  at  Stationers'  Hall,  London. 

or.    LESS.    IN    IIY. 

W.  P.  4 


PREFACE 


The  teachers  in  the  public  schools  of  nearly  all  the  United  States, 
and  in  some  other  countries,  are  required  by  law  to  teach  all  pupils 
under  their  instruction  the  laws  of  health,  including  those  which 
relate  to  the  nature  and  effects  of  alcoholic  drinks  and  other  nar- 
cotics, with  physiology  enough  to  make  such  laws  intelligible. 

A  subject  like  this  carried  through  all  grades  is  manifestly  designed 
to  be  a  progressive  study,  adapted  to  the  varying  capacities  of  each 
class  from  the  primary  to  those  more  advanced.  The  words  physi- 
ology and  hygiene,  from  previous  association,  suggest  to  the  minds  of 
many  primary  teachers  a  dry  study,  wholly  beyond  the  capacities 
of  their  pupils. 

The  object  of  this  volume  is  to  correct  this  prejudice,  and  to  show 
by  its  suggested  oral  lessons  for  the  first  three  years  of  school  life 
that  as  much  knowledge  of  the  body  and  the  laws  of  its  health  as 
primary  pupils  are  able  to  comprehend  can  be  made  interesting  to 
them,  and  is  of  educational  and  practical  value. 

A  school  superintendent  asked  :  — 

'•How  can  we  teach  this  study  so  that  it  will  stick  and  influence 
future  life  ?  " 

Teach  it  just  as  you  do  anything  else  which  you  wish  to  have  stick 
and  influence  life,  just  as  you  teach  mathematics,  for  instance.  In 
that  case,  when  the  pupil  first  enters  school  you  bring  to  his  attention 
a  few  facts  which  he  can  understand.  You  do  this  with  repeated 
drills,  w.hich  insure  that  he  comprehends  and  remembers.  Each  year 
you  add  more  facts  from  the  same  science,  with  an  enlarged  develop- 
ment, as  your  pupil  passes  from  grade  to  grade,  until  the  truths  he 
has  been  taught  become  a  part  of  his  stock  of  intelligence,  and  as 
time  goes  on  he  scarcely  remembers  when  or  how  he  learned  them ; 
he  seems  always  to  have  known  and  acted  on  them.  Teach  physio- 
logical temperance  in  the  same  way  and  you  will  get  the  same  results. 

For  the  benefit  of  the  teacher  who  recognizes  her  opportunity 
and  duty  to  teach  this  subject,  but  who  may  not  have  access  to  ex- 
tended authorities,  quotations  from  eminent  physiological  writers  are 
appended  at  the  close  of  each  subject. 

At  no  period  is  the  human  being  more  amenable  to  reasons  that 
can  be  understood  than  in  early  childhood.  The  question  "Why?" 
so  sure  to  follow  a  statement  made  to  a  child,  is  the  reaching  out  of 
his  intellect  after  "  the  reasons  for  things." 


54! 776 


6  PREFACE 

A  study  of  the  simplest  facts  about  his  body  and  the  laws  that 
govern  its  health,  will  give  him  the  reasons  for  many  prohibitions 
which  are  a  marked  feature  of  his  daily  experience.  This  study  will 
change  these  prohibitions  from  arbitrary  commands,  to  which  he  must 
yield  whether  he  wishes  or  not,  to  appeals  to  his  understanding. 

Because  health  and  strength  of  maturity  are  largely  dependent 
upon  the  early  formation  of  right  habits  and  consequent  early  growth, 
no  study  can  be  of  more  practical  value  than  one  which  clearly  points 
the  way  to  such  habits.  A  study  which  will  help  a  child  to  act 
intelligently  has  real  educational  value. 

An  able  writer  on  child  nature  says  :  — 

"The  child  bears  within  himself  instincts  which  may  be  trained 
upward  or  downward." 

Many  of  these  instincts  are  closely  connected  with  bodily  habits. 
That  such  training  as  will  lead  to  the  formation  of  right  habits 
should  be  a  part  of  early  instruction  is  now  conceded  by  all  advocates 
of  education. 

The  true  teacher  seeks  to  develop  character.  The  best  character  is 
that  in  which  the  will  is  controlled  by  an  enlightened  conscience. 
The  study  of  the  laws  of  health  as  written  in  the  child's  own  body 
furnishes  worthy  motives  for  the  guidance  of  his  will,  while  that  will 
is  strengthened  by  acting  on  the  promptings  of  such  motives. 

There  comes  to  you,  teacher,  with  this  study,  a  rare  opportunity  to 
help  your  pupils  to  the  development  of  the  best  of  which  they  are 
capable.  To  this  end  we  offer  you  the  lessons  on  the  following  pages, 
with  the  hope  that  their  hints  and  outlines  will  help  in  your  God- 
given  mission.  These  lessons  and  suggestions  have  been  successfully 
tested  in  actual  schoolroom  work.  If  you  bring  to  their  application 
a  burning  desire  to  guide  the  little  ones  under  your  care  "upward" 
and  not  "downward,"  you  will  help  them  a  thousand  times  more  than 
cold,  spiritless  words  can  do.  By  so  doing  you  will  more  than  save 
a  child,  for  hope  to-day  looks  to  the  school  to  prevent  the  evils  of 
intemperance  from  being  projected  into  the  future. 

If  all  the  school  officers  in  our  land  will  do  their  utmost  duty  for 
this  study,  if  they  will  arrange  adequate  time  and  place  in  the  cur- 
riculum for  its  pursuit,  if  school  boards  will  prescribe  good,  well- 
graded  text-books  for  pupils  above  the  primary,  and  needed  helps  for 
teachers  of  all  grades,  and  if  teachers  with  these  helps  will  do  their 
part,  a  nation  redeemed  from  the  thralldom  of  strong  drink  will  rise 
up  to  call  them  blessed. 

Credit  is  due  Miss  Kate  L.  Brown,  teacher  in  the  Boston  Primary 
Schools,  author  of  "Plant  Babies"  and  many  stories  and  poems  for 
children,  and  to  others,  for  assistance  in  preparing  several  of  the 
lessons  ;  also  to  Miss  Ada  Van  Stone  Harris,  Supervisor  of  Primary 
Schools  and  Kindergartens,  Newark,  N.J.,  who  has  kkidly  read  the 
book  in  manuscript,  and  has  made  valuable  pedagogical  suggestions. 


CONTENTS 


FIRST   YEAR 
Introduction       .... 

TOP 

ICS 

?AGB 
9 

I.     First  Days  in  School. 

13 

II.     Water     .... 

21 

III.     Cigarettes      . 

28 

IV.     Growth,  Height,  and  Wkk 

JHT 

31 

V.     Food  and  Rest 

38 

VI.     The  Apple       .         .         .         . 

43 

VII.     The  Body  as  a  Whole 

50 

VIII.     Cleanliness    .         .         . 

54 

IX.     The  Head        . 

57 

X.     The  Face        . 

61 

XI.     The  Arms        . 

67 

XII.     The  Hands     . 

74 

XIII.     Grains 

81 

XIV.     The  Trunk     . 

89 

XV.     The  Legs         . 

96 

XVI.     The  Feet        . 

102 

XVII.     The  Five  Senses  . 

109 

SECOND   YEAR   TOPICS 

I.  The  Body  as  a  Whole 117 

II.  Food .129 

III.  The  Sense  of  Taste 134 

IV.  The  Grape  and  Wine.        .        .        .        .        .        .    141 

7 


8  CONTENTS 

PAGE 

V,     The  Eye 140 

VI.     The  Voice 157 

VII.     The  Ear 160 

VIII.     The  Nose 1(58 

IX.     The  Sense  oe  Touch 172 

X.     Tobacco 178 

XI.    Beer 184 


THIRD  YEAR  TOPICS 

I.     Pure  Air  and  Breathing 195 

II.    Drinks  which  Hurt 204 

III.  Food 200 

IV.  The  Stomach 214 

V.     The  Blood 220 

VI.     Brain  and  Nerves 230 

VII.     The  Bones 245 

VIII.    The  Muscles 252 

IX.     Beer ,201 

X.     Cigarettes 266 

XI.     The  Skin  and  Cleanliness 274 

XII.     The  Special  Senses 281 

Index 291 


INTRODUCTION 


The   September    day   has    come   when 
closed  doors  swing  open  and  small  foot- 
steps echo  in  late  empty  halls,  while  a  babble 
of  childish   voices  arises  from    long-deserted 
playgrounds. 

Nine  o'clock  strikes,  and  you  look  down  upon  a  sea  of  won- 
dering little  faces,  —  wondering  because  it  is  their  first  school 
day,  and  all  is  new. 

The  yellow  butterflies  flitting  in  the  sunshine,  the  birds  as 
they  track  the  stainless  blue,  the  brook,  and  that  free  careless 
rover,  South  Wind,  have  been  the  outdoor  companions  of  the 
happy  country  child.  But  bird,  wind,  and  butterfly  are  subject 
to  certain  laws  ;  they  do  not  roam  utterly  at  will,  neither 
should  the  child. 

0 


10 


FIRST   YEAR 


Nature  bids  her  young  things  grow.  Every  day  should 
mean  increase  of  life  and  consequent  power,  wrought  through 
free  and  constant  activity. 

The  healthy,  normal  child  is  never  still  during  waking  hours, 
unless  attracted  by  some  object  of  surpassing  interest. 

Does  the  primary  school  continue  this  free  happy  life  of 
investigation  and  steady  growth,  when  the  time  has  come  for 
the  child's  faculties  to  have  a  more  systematic  training  ? 


Four  bare  walls  replace  the  universe.  Enforced  quiet  takes 
the  place  of  former  freedom.  Tasks  are  imposed,  apparently 
as  remote  from  the  child's  real  realm  as  the  poles  are  far 
asunder. 

Bear  these  facts  in  mind,  and  try  to  make  the  contrast 
between  the  school  and  the  child's  former  freedom  less  sharp, 
that  he  may  enjoy  the  school  and  reap  its  fruits. 

Essentials  to  the  Child's  Comfort.  —  Every  child  should 
have  a  seat  adapted  carefully  to  his  body.  The  sole  of  the 
foot  should  come  down  squarely  and  rest  upon  the  floor. 


INTRODUCTION  11 

If  the  lowest  seat  in  school  is  too  high  for  the  smallest  pupil, 
a  board  firmly  fitted  over  the  floor  between  the  desk  irons  will 
give  needed  support. 

The  desk  should  be  low  enough  to  allow  the  arms  to  rest 
upon  it  without  straining  the  body  from  the  waist  up.  If 
the  desk  is  too  low,  the  upper  part  of  the  body  will  naturally 
droop  to  rest  the  arms ;  thus  rounded  shoulders  will  be  encour- 
aged. 

The  desk  should  be  broad  enough  to  allow  the  child  to  write 
and  draw  facing  directly  forward,  rather  than  turning  and 
facing  the  aisle. 


FIRST   YEAR   TOPICS 


I. 

First  Days  in  School 

13 

II. 

Water         .... 

21 

III. 

Cigarettes 

28 

IV. 

Growth.   Height,  and  Wbighi 

31 

V. 

Food  and  Rest 

.38 

VI. 

The  Apple 

43 

VII. 

The  Body  as  a   Whole     . 

60 

VIII. 

Cleanliness 

54 

IX. 

The  Head  .... 

57 

X. 

The  Face   .... 

.       Gl 

XL 

The  Arms  .... 

67 

XII. 

The  Hands 

74 

XIII. 

Grains        .... 

81 

XIV. 

The  Trunk 

89 

XV. 

The  Legs    .... 

96 

XVI. 

The  Feet    .... 

102 

XVII. 

The  Five  Senses 

,     109 

IS 


FIRST  YEAR 


FIRST   DAYS   IN   SCHOOL 


LESSON   1.— POSITION 


Show  the  children  how  to  sit  erect,  feet  squarely  on  the  floor, 
weight  of  body  on  posterior  parts  and  on  the  balls  of  the  feet, 
hands  lying  loosely  in  the  lap. 

The  lower  part  of  the  back  should 
be.  against  the  chair,  even  if   the 
rest  of  the  spine  does  not  touch. 
Never  allow  the  child  to   slide 
forward  so  that  his  weight  rests 
on  the  end  of  the  spine  and 
on  the  heels. 

Do  not  require  the  atten- 
tion of  the  class  more  than 
live  or  ten  minutes  at  a  time, 
but  strive  to  secure  correct 
position  during  that  time. 

Show  the  children  that  the 
chest  held  high,  as  when  we 
straighten    up,    is    the    active 
chest,  and  the  position  we  must    J 
have  for  exercise,  or  anything  done 
in  a  standing  position ;  the  chest  drooped 
or  relaxed  is  the  passive  chest.     Encourage  the  active  chest. 

At  the  close  of  a  lesson  that  has  been  taken  sitting,  give 

18 


U  FIRST  YEAR 

.'  \8fip&  ex6i|cise  Ifttat  will  require  standing,  some  little  gymnastic 
.  movement,  or  a  march  around  the  room  ending  in  a  light  run- 
ning jump. 

Exercise  that  implies  entire  change  of  position  and  motion, 
and  surroundings  that  include  fresh  air  should  take  place  at 
the  end  of  every  hour  for  primary  children.  Be  sure  to  keep 
them,  meanwhile,  protected  from  draughts. 

Every  period  of  seat  work  should  be  followed  by  occupation 
in  standing  position,  as  at  the  board.  When  this  is  impossible, 
give  some  form  of  hand  work  which  permits  freedom  of  move- 
ment. 

If  your  pupils  loll  or  fidget,  the  air  in  your  schoolroom  is 
not  fresh,  or  your  period  has  been  unduly  lengthened  and  the 
children  need  change,  or  you  are  working  unskillfully  and 
failing  to  hold  their  attention. 

Bessie 

Bessie  was  a  little  girl  just  five  years  old.  She  was  anxious 
to  go  to  school,  but  her  mother  said,  "When  you  are  older,  ;ui<l 
can  sit  as  Miss  Gray  wishes,  and  listen  to  what  she  says,  then 
you  can  go." 

One  day  mamma's  club  met  at  the  house.  A  club  is  a  com- 
pany of  people  who  meet  to  study,  talk,  or  have  just  a  pleasant 
time. 

Mamma's  club  was  a  study  club,  and  Mrs.  Tyron  was  com- 
ing to  tell  about  birds. 

Bessie  was  very  anxious  to  go  into  the  parlor  and  hear  the 
talk. 

"  You  will  get  tired,  dear,"  said  her  mamma. 

"  Oh  no,  I  won't,"  said  Bessie,  "  I  love  birdies,  and  Aunt 
Isabel  is  going  to  show  me  how  to  sit  and  listen.  Please  let 
me." 

"  Very  well,  then,  you  may  try  it  this  afternoon,  if  you  can 
remember  to  sit  as  Aunt  Isabel  tells  you." 


FIRST   DAYS   IN   SCHOOL 


15 


Sitting 

After  the  ladies  had  come,  Bessie  walked  quietly  in  and 
sat  down  in  her  little  chair. 

She  sat  up  straight,  with  the  back  of  her  body  against  the 
back  of  the  seat.  She  dropped  her  hands  in  her  lap,  and 
looked  into  Mrs.  Tyron's  face. 

Aunt  Isabel  had  told  Bessie 
that  a  child's  bones  are  not  very 
hard,  and  might  grow  in  a  bent 
and  crooked  way  if  she  should 
twist  her  legs  around  her  chair 
instead  of  putting  them  straight 
down  with  her  feet  before  her. 
So  the  good  little  feet  in  their  tan 
shoes  stayed  quietly  in  place. 

Mrs.  Tyron  told  pretty  stories 
about  the  birds. 

She  said  the  color  of  a  robin's 
feathers  makes  him  look  as  if  he 
had  on  a  reddish  brown  bib. 

The  little  chickadee  looks  as  if 
he  were  wearing  a  gray  feather 
overcoat. 

How  many  of  you  have  ever 
seen  a  robin?  Those  who  have 
may  lift  up  their  hands. 

How  many  have  seen  a  chickadee  ?  What  did  he  say  ? 
What  time  of  the  year  did  he  come  ? 

What  birds  have  you  seen  in  winter  ?  When  do  the  birds 
sing  most  ? 

Mrs.  Tyron  said  she  had  been  watching  some  robins  whose 
nest  was  just  outside  her  window.  She  had  taken  pictures  of 
Mr.  Robin  and  his  little  wife  and  babies  with  her  kodak. 


16 


FIRST   YEAR 


Standing 

Mrs.  Tyron  asked  Bessie  to  stand  and  hold  up  a  picture 
for  her. 

She  stood  as  straight  as  a  little  Christmas  tree.    She  remem- 
bered  why  she  should  stand  straight,  and  now  I'll  tell  you 
why  you  should. 

This  part  of  my  body  over  which  I 
place  my  hands  is  the  chest.   (Teacher 
illustrates.) 

How  many  of  you  feel  some- 
thing swell  out?      All  who    do 
may  lift  their  hands.     The  lungs 
are  the  parts  of  our  bodies  with 
which  we  breathe.     They  are  in 
the  chest  under  where  our  hands 
rest.    When  they  fill  with  air,  they 
swell  the  chest  out.      When  the  air 
goes. out  of  the  lungs,  the  chest 
falls  back. 

How  many  feel  it  ?   Breathe 
again  and  see. 

Aunt  Isabel  told  Bessie  that 
if  she  did  not  stand  straight, 
but  rounded  her  shoulders,  her 
back  would  grow  crooked  and 
her  lungs  would  be  so  crowded 
that  she  could  not  take  enough  air 
into  them, 
isessie  was  as  quiet  as  a  little  mouse. 

She  did  not  knock  against  her  chair  or  the  table.     See  if 
you  can  sit  down  as  she  did. 

Mrs.  Tyron  told  about  a  bluebird  that  came  in  March  when 
the  sky  was  gray  and  the  earth  bare  and  brown. 


FIRST  DAYS  IN   SCHOOL  17 

He  looked  as  if  he  had  on  a  little  blue  coat  —  blue  as  the 
sky  on  a  pleasant  day,  and  a  brown  vest  —  brown  as  the 
earth. 

You  may  play  that  you  are  bluebirds  and  that  your  arms 
are  wings.  Show  me  how  the  bluebird  made  his  wings  go  as 
he  flew  to  the  sky. 

You  may  stand  as  Bessie  did.  Now  be  a  flying  bluebird.  He 
sang  but  one  sweet  note.  It  was  something  like  this  —  listen ! 
(The  teacher  makes  a  gentle  whistle.     Children  imitate.) 

Ask  the  class  repeatedly  to  sit  and  stand  as  Bessie  did,  until 
the  little  ones  naturally  take  the  right  position. 

"No  one  has  listened  better  than  Bessie,"  said  Mrs.  Tyron. 

She  sat  nicely  in  her  chair. 

She  did  not  loll  or  fidget. 

When  she  stood  she  did  not  lean. 

She  looked  at  Mrs.  Tyron  and  listened. 


LESSON  2. —A  NOISY  SCHOOL 

There  was  once  a  school  with  thirty  children  in  it.  When 
the  bell  rang,  they  would  start  and  run  just  as  fast  as  their 
feet  could  carry  them.  Each  child  wanted  to  be  first  inside 
the  door.  They  crowded  together  in  the  porch  and  pushed 
and  tugged. 

The  larger  ones  trod  on  the  smaller  ones  ;  heads  got  bumped, 
aprons  and  dresses  torn.  Sometimes  a  child  would  be  pushed 
against  the  wall  or  door  and  really  hurt.  When  these  chil- 
dren were  excused  from  school,  each  child  wanted  to  be  the 
first  one  out.     It  was  a  noisy  school. 

We  should  not  be  rough  and  rude  with  our  mates  any  more 
than  with  older  people.  Ladies  and  gentlemen  are  thought- 
ful of  every  one.  Every  child  should  try  to  be  kind  and 
polite. 

OR.    LESS.  IN    HY. 2 


18  FIRST   YEAR 

I  will  tell  you  how  we  can  leave  the  room  without  any  noise 
or  confusion. 

Show  me  your  right  hand,  the  hand  that  holds  the  spoon  and 
throws  the  ball.  Stretch  out  your  right  arms  as  far  as  you 
can  without  moving  your  bodies.  It  points  toward  your 
right. 

Turn  your  heads  toward  the  right.  Wave  your  right  hands 
toward  the  right.  Point  to  a  picture  on  the  wall  at  your 
right.     Point  to  a  window  at  the  right  of  your  seats. 

Turn  softly  in  your  seats  to  the  right.  Turn  back  facing 
me.     Stand  facing  the  right. 

I  will  name  each  row,  or  file,  from  the  child  in  front. 

Daisy's  file  may  come  first  —  the  rest  watch  until  your  turn 
comes.     Her  file  may  walk  quietly  out  in  a  line  in  front  of  me. 

Now  let  us  see  how  we  get  to  our  seats.  Turn  and  face  the 
left.  Willie  will  be  the  leader  now.  File  back  to  your  seats. 
Stand  in  the  middle  of  the  aisle  opposite  your  chairs.  Take 
your  seats. 

Let  us  do  this  again,  and  then  I'll  try  another  file. 

In  this  manner  the  teacher,  with  a  kind  face  and  sweet 
loving  voice,  drills  her  pupils  day  after  day,  until  any  file  can 
come  out  for  recitation,  return,  and  go  to  any  part  of  the  room 
at  the  word  of  command. 

Marching 

How  many  of  you  have  marched  in  a  procession  ? 

Horace  may  tell  how  he  did  it. 

Horace :  "  The  band  played,  and  we  all  kept  time  with  our 
feet." 

Show  us,  Horace.  Which  foot  comes  first  ?  Yes,  the  left 
foot.  Left,  right ;  left,  right.  We  like  to  march  because  it 
is  such  fun  to  keep  time. 

Who  will  march  with  Horace  ?     Ben  and  George  may  try. 

We  keep  time  with  our  feet  —  left,  right ;  left,  right  —  as  if 


FIRST  BAYS  IN   SCHOOL 


19 


we  were  marching,  only  without  leaving  our  place.  Let  us  all 
try  it.  Roy's  file  may  march  to  the  front,  across  to  the  left, 
up  the  side  aisle,  across  the  back  of  the  room  to  their  places 
again ;  the  school  keep  on  marking  time. 

Other  files  should  be  drilled  in  the  same  way. 

A  Fourth  of  July  Story 

Philip  was  Bessie's  cousin.     He  was  seven  years  old,  and 
had  been  to  school  a  whole  year. 


Summer  vacation  had  come,  and  the  Fourth  of  July,  on 
which  Miss  Gray  had  promised  them  a  picnic. 

Philip  and  Bessie  got  up  very  early  and  ran  out  of  doors  to 
blow  their  tin  horns,  snap  their  torpedoes,  and  fire  off  their 
firecrackers. 

After  breakfast  Philip  put  on  his  white  linen  suit  and  a  red, 


20  FIRST   YEAR 

white,  and  blue  tie.  Bessie  wore  a  white  dress  and  a  sash  of 
red,  white,  and  blue. 

They  ran  to  the  schoolhouse,  where  the  rest  of  the  children 
had  gathered.     Every  one  had  a  flag. 

Philip's  school  inarched  to  a  grove,  and  played  there  all  day. 
They  took  just  the  same  signals  that  you  do. 

They  carried  their  flags  in  their  right  hands  and  marched 
on  the  ball  of  the  foot  —  the  part  that  comes  next  to  the  toes. 

Once  in  a  while,  as  they  marched,  they  waved  their  flags 
and  shouted,  "  Hurrah  for  the  Fourth  of  July  ! " 

When  Philip  and  his  friends  got  to  the  grove,  they  put  up 
the  flags  and  began  to  play.  They  swung,  played  seesaw, 
rode  on  donkeys  and  flying  horses,  and  went  out  on  the  water 
in  boats.  They  had  a  royally  good  time.  At  dinner  they 
had  sandwiches,  cake,  lemonade,  strawberries,  and  ice  cream. 

They  played  all  the  afternoon,  and  at  sundown  marched 
home,  waving  their  flags  and  shouting,  "Hurrah  for  the  Fourth 
of  July ! " 

Would  you  like  to  play  that  you  are  carrying  flags,  and 
would  you  like  to  say,  "  Hurrah  for  the  Fourth  of  July  "  ? 

We  will  march  around  the  room  and  play  we  are  going  to 
the  picnic.     Dick's  file  may  lead. 

Perhaps  we  can  have  a  real  picnic  some  day,  and  every  child 
who  has  learned  to  march  well  may  have  a  flag  to  carry. 

MEMORY  POINTS  i 

We  must  stand  up  straight,  so  that  we  can  breathe  enough  air 
into  our  lungs. 

We  must  not  twist  our  legs  about  the  chair.  Our  bones  will 
not  grow  straight  and  strong  if  we  do. 

We  should  not  push  and  rush  when  we  enter  or  leave  school 
and  when  we  go  to  and  from  our  seats. 

1  The  memory  points  throughout  the  book  should  he  put  on  the  board  by 
the  teacher  as  each  is  developed. 


WATER 


21 


WATER 


LESSON   3.— WHY  WE   NEED   WATER  TO   DRINK 


A  little  girl  whose  name  is  Maud  has  a  doll.  She  lent  it 
to  me.  Here  it  is.  Maud  is  very  fond  of  the  doll ;  she  dresses 
and  undresses  it ;  she  puts  it  into  her  doll's  carriage  and  takes 
it  to  visit  Dora,  who  lives  on  the  same  street,  and  who  also 
has  a  pretty  doll.  Maud  and  Dora  play  together  for  hours 
with  their  dolls.  When  Maud  wakes  in  the  night  she  often 
asks  her  mamma  for  a  drink  of  water,  but  the  doll  never 
does. 

Why  does  Maud  want  water  to  drink,  and  why  do  you 
want  it  ? 

I  will  tell  you.     It  is  because  we  are  alive  and  growing. 

Maud  had  a  lovely  little  .rosebush  given  her  on  her  birth- 
day. It  had  roots  and  bright  green  leaves  and  one  beautiful 
red  rose. 

"  It  will  blossom  every  month  if  you  take  good  care  of  it," 
her  mother  said. 


22 


FIRST  YEAR 


The  first  week  Maud  watered  it  every  day.     The  little 
put  out  two  new  leaves  and  a  bud,  and  grew  an  inch  taller 

One  day 
Maud  and 
her  mother 
were  invited 
to  spend  a 
week  in  the 
country. 
When  they 
got  back, 
Maud  ran 
out  to  see 
her  rose. 
There  were 
no  new  buds 
this  time. 
The  pretty 
blossom 

hung  its  head,  and  all  its  red     ■; 
petals  had  fallen  to  the  ground. 
The  green  leaves  were  withered 
and  yellow.    How  sad  Maud  felt ! 

She  brought  it  fresh  water, 
and  cut  away  the  dead  leaves. 
By  and  b}r  it  raised  its  head  and 
began  to  grow  again. 

Plants  get  thirsty  just  as  we  do. 
They  want  water  to  keep  them  alive 
Nothing  can  live  without  water. 


One  day,  as  Maud  was  playing  with 
her  doll,  she  said,  "My  dress  doesn't  feel  good,  mamma, 
pinches  me,  and  my  shoes  are  tight." 


rose 


It 


WATER  23 

"  That  is  because  iny  little  girl  is  growing,"  her  mother  said. 

The  next  day  Maud  had  a  new  dress  and  a  new  pair  of  shoes 
that  did  not  pinch,  because  they  were  larger.  Then  Maud 
wanted  a  larger  dress  for  her  doll.  Her  mother  said,  "No; 
the  doll  does  not  grow.     She  does  not  need  a  larger  dress." 

"  Poor  dolly  !  "  said  Maud ;  "  I  am  sorry  you  will  never  grow 
to  be  a  big  doll." 

The  doll  is  not  alive ;  it  does  not  eat ;  it  never  asks  for  a 
drink  of  water  as  a  child  does ;  it  will  not  grow. 

All  healthy  boys  and  girls  are  growing,  and  that  is  what 
makes  them  thirsty  so  often. 

A  well  child  wants  to  drink  very  often  because  he  is 
growing. 

Water  is  Better  than  Tea  or  Coffee 

"  Why,  Maud ! "  said  mamma,  one  morning,  as  she  saw 
Maud  washing  her  doll's  dress  in  dark-looking  water,  "what 
are  you  doing  ?  " 

"  I  am  washing  dolly's  dress  in  tea  to  make  it  black,  so  that 
she  can  go  to  the  grasshopper's  funeral.  Wasn't  it  too  bad 
the  grasshopper  we  took  away 
from  kitty  had  to  die  ?  We  put 
him  in  a  box  with  green  leaves 
around  him  to  make  him  think  of 
the  fields,  and  gave  him  fresh 
water,  too.  We  were  going  to 
be  real  doctors  to  him  until  his  leg  was  mended.  But  this 
morning  he  was  dead,  and  we  are  going  to  have  a  funeral 
for  him.     The  dolls  must  go  in  black  dresses." 

"  How  came  you  to  think  that  tea  would  change  the  color  of 
dolly's  dress  ?  " 

"Dora's  mamma  told  her  that  if  she  drank  tea  her  skin 
would  be  darker  than  if  she  drank  water;   so  I  thought  tea 


24  FIRST   YEAR 

would  make  my  doll's  dress  black,  and  cook  gave  me  some  tea 
to  wash  it  in." 

Mamma  laughed,  and  said,  "  I  will  find  some  pieces  to  make 
a  prettier  black  dress  for  your  doll  than  the  tea  will  make." 
As  mamma  was  helping  Maud  to  make  the  dresses,  Maud 
asked : — 

"Mamma,  will  tea  truly  make  a  little  girl's  face  dark  ?  " 
"It  is  true,"  said  mamma.  "A  child  that  drinks  tea  and 
coffee  will  have  a  darker  face  than  one  who  drinks  only  water 
or  milk.  And  what  is  worse,  the  child  who  drinks  tea  and 
coffee  is  not  likely  to  be  strong,  and  may  be  cross  and  fretful, 
not  pleasant  and  happy." 

Tea  and  coffee  are  bad  for  children. 

The  Kind  of  Water  to  Drink 

We  have  all  learned  that  water  is  the  best  drink,  but  if  any 
dead  or  dirty  things  get  into  the  water,  they  make  it  bad  and 
unfit  to  drink. 

We  must  not  drink  bad,  dirty  water. 

What  made  Tom  Sick 

One  day  Tom  was  sick.  The  merry  old  doctor,  whom  Tom's 
mother  had  sent  for,  came  in  laughing.  "  Hello,  Tom,  been 
eating  green  apples  ?  " 

"  No,  sir,"  said  Tom ;  "  I  knew  those  would  make  me  sick, 
so  I  did  not  touch  them." 

The  doctor  felt  of  Tom's  pulse,  looked  at  his  tongue,  and 
sat  thinking  for  a  moment.  Then  he  went  to  the  well  and 
drew  a  glass  of  water.  He  held  it  up  and  looked  at  it,  then 
smelled  of  it. 

"Ah,  that's  the  trouble,"  exclaimed  the  doctor;  "this  water 
is  impure;    better   have  your  well   cleaned  out,  or  you  will 


WATER  25 

all  be  sick.  Pure  water  is  the  best  drink  in  the  world,  but 
when  water  has  a  bad  smell  you  may  be  sure  it  is  not  fit  to 
drink." 

The  well  was  cleaned  out  at  once,  and  they  found  dirty 
things  which  had  dropped  into  it  spoiling  a  well  full  of 
water. 

The  water  which  comes  from  rivers  through  pipes  to  differ- 
ent houses,  towns,  and  cities  sometimes  gets  impure  and  makes 
people  sick. 

We  must  drink  clean,  pure  water. 

Tell  me  about  something  else  you  have  seen  drinking 
water. 

I  saw  a  chicken  drinking  from  a  basin. 

I  saw  a  dog  drink  from  a  pail. 

My  rabbit  drinks  water  from  a  saucer. 

All  animals  like  to  drink  water.  We  must  remember  to 
place  dishes  of  water  where  the  chickens,  birds,  cats,  and  dogs 
can  drink.     Their  bodies  need  the  water  just  as  much  as  ours. 

Every  tree  and  plant  needs  water  to  make  it  grow.  Rain 
keeps  the  grass  green. 

LESSON  4.  — OTHER   USES   OF  WATER 

What  else  is  water  good  for  ? 

Water  is  good  to  bathe  in. 

Water  is  good  to  wash  clothes  in. 

We  wash  our  hands  and  faces  in  water. 

It  is  good  to  scrub  the  kitchen  floor  with. 

I  wash  my  mamma's  dishes  in  water. 

People  sometimes  get  sick  from  being  dirty  or  living  in 
dirty  places.  No  one  likes  to  see  dirty  people.  Let  us  all 
look  at  our  hands  and  see  if  they  are  just  as  clean  as  soap 
and  water  can  make  them. 

Stimulate  the  child's  thought  by  asking  how  things  would 


26 


FIRST  YEAR 


look  if  we  had  no  water.     Then  he  will  be  ready  to  be  im- 
pressed by  the  fact  that  — 

We  need  water  to  keep  ourselves  and  our  clothes  clean. 

On  your  way  home  notice  all  the  water  you  can  see.  It  may 
be  in  a  brook,  or  where  some  one  is  watering  the  lawn,  or  just 
from  a  pump.     To-morrow  you  may  tell  me  what  you  see. 


<2£3 


Forms  of  Water 

Bring  the  children  into  touch  with  nature  in  their  search  for 

beautiful  forms  of  water.    Call  their  attention  to  the  dewdrops 

glistening  on  the  grass  blades  in  all  the 

wA  £*  colors  of  the  rainbow.     What  colors  do 

^1  {§7    ^b  we  see  tnere  '•      Look  for  the  raindrops 

on  the  spider's  web. 

^zWi,!      JP         Read  Tennyson's  Brook  to  the  chil- 

*|^^^yjjjy^)^%  dren.     How  many  have  seen  a  brook  ? 

Did  it  look  like  the  one  Tennyson  tells 

about  ? 

Where  does  the  rain  come  from  ? 
Point  out  the  clouds  in  the  sky.  Show 
that  they  are  made  of  water,  by  holding 
a  slate  in  front  of  a  boiling  teakettle 
and  letting  the  steam  condense  on  its 
cold  surface.     What  becomes  of  water  when  it  boils  away  ? 

Who  has  seen  a  foggy  morning  ?  What  becomes  of  the  fog 
when  the  sun  shines  ?  Tell  the  children  that  fog  rises  to 
form  clouds  in  the  sky.  How  do  the  clouds  look  when  it  rains  ? 
When  the  sun  shines  on  them  ?  What  colors  have  you  seen  in 
the  clouds  ? 

How  does  Jack  Frost  change  the  rivers  and  brooks  when 
winter  comes  ?  What  does  he  do  on  the  windowpanes  ?  We 
can  imagine  we  see  his  long  white  fingers  in  the  icicles  hanging 
from  the  trees  and  roof. 


WAT£R  27 

What  do  we  find  on  the  ground  after  a  storm  in  winter  ? 

What  becomes  of  the  snow  when  summer  comes  ?  Snow 
covers  up  the  grass  and  flowers  and  keeps  them  safe  from 
Jack  Frost. 

MEMORY  POINTS 

Every  part  of  our  bodies  needs  water.     This  makes  us  thirsty. 
A  well  child  icants  to  drink  often  because  he  is  growing. 
Tea  and  coffee  are  bad  for  children. 
Water  is  the  best  drink  for  everybody. 
We  should  drink  only  pure  water. 
Without  water  ice  could  not  keep  clean. 

EMINENT   AUTHORITIES  FOR   THE   TEACHER 
Water  an  Important  Constituent  of  the  Body 

Water  exists  in  all  parts  of  the  body,  in  the  hardest  structure, 
as  in  the  bones  and  the  enamel  of  the  teeth,  and  in  the  fluids, 
some  of  which,  as  perspiration,  contain  little  else.  —  Austin 
Flint,  M.D.,  LL.D.,  Professor  of  Physiology  in  Bellevue  Hospital 
Medical  School. 

The  Necessity  of  Water 

Of  all  articles  used  for  food  or  drink,  water  in  some  form 
or  other  is  the  most  indispensable.  Men  can  live  longer  on 
water  without  food  than  on  food  without  water.  —  Roger  S. 
Tracy,  M.D. 

The  Uses  of  Water  in  the  Body 

Water  dissolves  material  in  the  alimentary  canal,  and  carries 
the  solutions  through  its  walls  into  the  blood  vessels,  so  that 
they  can  be  conveyed  from  place  to  place;  and  it  permits 
interchanges  by  enabling  the  things  it  has  dissolved  to  soak 
through  the  walls  of  the  vessels.  —  H.  Newell  Martin,  M.D., 
F.R.S. 


28 


FIRST  YEAR 


CIGARETTES 


LESSON  5.— WILLIE  AND  HARRY 


I  am  going  to  tell  you  a  story  about  two  little  boys.  One 
was  named  Harry.  The  other  was  Willie.  Harry  lived  in  a 
brown  stone  house.     Willie  lived  in  a  red  brick  house. 

Because  they  were  born  the  same  day,  their  birthdays 
always  came  at  the  same  time.     When  these  birthdays  came, 


Harry  with  his  father  and  mother  went  to  Willie's  house  to 
dinner  to  celebrate  Willie's  birthday.  Then  they  all  played 
games  with  Willie  and  gave  him  presents.  The  same  day, 
Willie  and  his  father  and  mother  went  to  Harry's  house  to 
supper  to  celebrate  Harry's  birthday,  to  play  games  with  him, 
and  to  give  him  presents. 

Their  mothers  always  had  nice  things  the  boys  liked,  for  the 
birthday  dinner  and  supper. 


CIGARETTES  29 

When  they  left  the  table  after  dinner  or  supper,  each  boy's 
father  marked  on  the  wall  just  how  tall  the  boys  were.  The 
marks  stayed  there  and  showed  how  much  each  grew  in  a 
year. 

They  grew  fast ;  they  were  almost  always  well. 

When  they  had  had  six  birthdays,  they  went  to  school. 
They  began  the  same  day.  They  went  to  the  same  school 
until  they  had  passed  the  fourth  grade.  Then  Harry  went 
into  the  fifth  grade,  but  Willie  could  not. 

He  was  dull  in  school. 

He  did  not  give  attention  nor  remember  what  the  teacher 
said. 

He  was  behind  his  class. 

When  his  birthday  came  and  he  stood  up  after  dinner  for 
his  father  to  mark  his  height,  the  marks  on  the  wall  showed 
that  he  was  not  growing  so  fast  as  Harry. 

He  did  not  like  to  play  so  well  as  he  used  to. 

He  was  often  sick. 

He  did  not  try  to  be  good. 

Can  you  tell  me  what  had  happened  to  Willie  ? 

Why  was  he  shorter  than  his  little  friend  ?  Why  had  he 
fallen  behind  in  his  studies  ?     Why  was  he  often  sick  ? 

We  are  all  sorry  to  know  that  Willie  could  not  keep  up 
with  Harry  in  school  and  that  so  many  other  bad  things  hap- 
pened to  him.  Willie's  father  and  mother  were  very  sorry 
too.  The  next  time  Willie  was  sick,  they  sent  for  the  doctor. 
That  wise  doctor  found  out  what  made  him  sick  and  dull, 
why  he  did  not  like  to  play,  and  why  he  did  not  grow  well 
or  keep  up  with  his  class. 

Willie  was  smoking  cigarettes.  A  large  boy  had  shown 
him  how  to  smoke.  Willie  spent  for  cigarettes  the  pennies 
his  father  gave  him,  and  smoked  them  when  his  father  and 
mother  did  not  know  it. 


30  FIKST  YEAR 

The  doctor  told  Willie  cigarettes  are  made  of  tobacco. 
Then  he  told  him  what  tobacco  would  do  to  a  boy.  Willie's 
mother  wrote  it  down  and  had  it  printed  in  large  letters  on  a 
card.  She  hung  this  card  over  the  marks  on  the  wall  in  the 
dining  room,  which  showed  how  much  Willie  and  Harry  grew 
each  year. 

This  is  what  the  doctor  said  and  what  was  printed  on  the 
card :  — 

MEMORY  POINTS 

There  is  tobacco  in  cigarettes. 

Tobacco  will  make  a  boy  dull. 

A  boy  who  uses  tobacco  will  not  give  good  attention. 

A  boy  who  uses  tobacco  will  not  remember  well. 

A  boy  who  uses  tobacco  will  not  keep  up  with  his  class  in  school. 

Tobacco  will  hinder  a  boy's  growth. 

Tobacco  icill  make  a  boy  ill. 

Tobacco  will  keep  a  boy  from  caring  for  play. 

Tobacco  will  keep  a  boy  from  trying  to  be  good. 

A  boy  should  never  use  tobacco  in  any  form. 

Beview  this  story  by  asking  the  class  to  tell  — 

Why  Willie  did  not  care  to  play  as  he  used  to. 
Why  he  did  not  give  good  attention. 
Why  he  did  not  grow  so  fast  as  Harry. 

Some'  pupil  may  want  to  know  if  Willie  stopped  smoking 
cigarettes.  This  will  give  an  opportunity  to  tell  of  the  diffi- 
culty he  had,  because  tobacco  can  make  those  who  use  it  like 
it  so  much. 

EMINENT  AUTHORITIES  FOR  THE  TEACHER 

I  have  found  that  a  boy  who  smokes  becomes  morally  and 
mentally  weaker  than  those  who  do  not.  I  have  observed  that 
boys  who  are  employed  in  business  houses  and  smoke  are  often 


GROWTH,  HEIGHT,  AND  WEIGHT  31 

dishonest,  and  that  they  never  attain  the  success  that  non- 
smoking boys  do.  —  Charles  Bulkley  Hubbel,  New  York 
Board  of  Education. 

Cigarette  smoking  blunts  the  whole  moral  nature.  It  has 
an  appalling  effect  upon  the  whole  system.  It  stupefies  the 
nerves.  It  sends  boys  into  consumption.  It  gives  them 
enlargement  of  the  heart,  and  it  sends  them  into  the  asylum. 
I  am  a  physician  to  several  boys'  schools,  and  I  am  often 
called  to  prescribe  for  palpitation  of  the  heart.  In  nine  cases 
out  of  ten  it  is  caused  by  the  cigarette  habit.  — C.  A.  Clinton, 
M.D.,  San  Francisco  Board  of  Education. 

Out  of  thirty-two  young  men  in  New  York  City  who  were 
recently  examined  for  West  Point  cadetship,  only  nine  were 
accepted  as  physically  sound.  Such  a  note  might  well  make 
the  young  men  of  our  cities  pause  for  a  moment's  thought. 
Beer,  the  cigarette,  too  much  amusement,  and  the  hidden  vices 
are  making  havoc  with  the  physical  manhood  of  all  our  towns 
and  cities.  —  Journal  of  the  American  Medical  Association. 


GKOWTH,    HEIGHT,    AND   WEIGHT 

LESSON   6. —LIVING   THINGS   GROW 

The  day  before  this  lesson  is  to  be  given  ask  the  children 
to  find  out  how  tall  they  are  and  how  much  they  weigh.  They 
might  ask  an  older  brother  or  sister  to  write  the  desired  in- 
formation on  a  slip  of  paper  which  they  can  bring  to  school. 
Never  mind  if  some  slips  are  lost ;  the  interest  of  the  children 
in  the  coming  lesson  will  have  been  awakened.  These  slips 
may  be  copied  into  a  chart  and  kept  for  reference.  Ask  some 
boy  to  bring  a  tiny  maple  tree,  or  a  little  oak  with  the  acorn 
still  fastened  to  the  rootlet.  Another  may  bring  a  bud  and 
flower,  or  even  a  little  kitten  in  a  basket,  if  one  of  the  chil- 
dren is  its  proud  possessor. 


82 


FIRST  YEAR 


Holding  up  one  of  these  little  trees,  begin  the  lesson  with 
the  story  of  — 

Bob  and  the  Cherry  Tree 

One  day  Bob  went  out  into  the  orchard  to  see  his  papa  plant 
some  little  cherry  trees  which  had  just  come  in  the  express 

wagon.     Bob  was  only  rive  years 
old  and  had  never  seen  trees 
planted  before.    He  wondered 
where   the   expressman    got 
them. 

"Papa,"  he  asked, 
"  where  did  that  man  get 
these  little  trees  ?  " 

"They    came    on    the 
train   from    the   nursery- 
man,"  answered    his   fa- 
ther.    "  The  place  where 
little  trees  are  taken  care 
of  so  that  they  will  grow, 
is   called   a   nursery,   just 
as  rooms  where  babies  are 
cared  for  as  they  grow  and  play  are  called  nurseries." 

Show  the  class  the  little  oak,  with  acorn  still  attached  to 
its  rootlets,  and  lead  them  to  compare  it  with  some  tall  tree 
which  they  have  seen.  Then  compare  the  bud  with  the  flower, 
bringing  out  the  thought  that  trees  and  plants  grow.  Next, 
direct  their  attention  to  the  kitten.  Why  is  it  not  so  large 
and  heavy  as  the  mother  cat  ?  Will  it  ever  be  ?  How  will 
it  become  large  and  heavy  ? 

Young  animals  and  plants  grow. 

Ask  all  who  know,  to  tell  their  own  height  and  weight. 
Take  some  measurements  of  height  by  having  different  chil  • 


GROWTH,  HEIGHT,  AND  WEIGHT 


33 


dren  stand  against  the  blackboard,  while  a  line  is  drawn  to 
indicate  how  tall  they  are ;  or  have  the  class  compare  their 
height  with  some  object  in  the  schoolroom. 


How  many  are 

taller  and  heavier 

than  they  were   last 

year  ?    By  questioning, 

lead  the  children  to  tell 

how  they  know  that  they 

have   grown,  until   some   one 

gives  the  desired  answer. 

When  children  grow,  they  get  taller 
and  heavier. 


Paul  and  Bert 

Paul  and  Bert  were  two  friends  who  lived 

|VV      across  the  street  from  each  other.     They  were  just 

the  same  age,  and  on  their  sixth  birthday  Paul's  big 

OR.    LESS.    IX    HY.  3 


34 


FIRST  YEAR 


brother  measured  their  height  on  the  gatepost,  marking 
it  with  a  pencil.  He  found  the  boys  were  just  the  same 
height. 

Paul  was  fond  of  playing  out  of  doors  in  the  fresh  air  and 
sunshine.  He  wanted  to  be  large  and  strong  like  his  big 
brother,  so  he  ate  the  oatmeal  and  bread  and  milk  which  his 


mother  gave  him,  without  teasing  for  candy  or  other  sweets. 
He  was  seldom  sick. 

Bert  stayed  in  the  house  and  played  with  his  toys.  He  did 
not  want  to  eat  plain  foods,  but  teased  for  cake,  pie,  and  candy. 
When  he  did  go  out  of  doors  he  sometimes  took  cold  and  was 
sick  because  he  was  not  used  to  it.  His  mamma  said  that 
Bert  was  not  very  well  or  strong. 

When  the  boys  were  eight  years  old,  they  were  measured 


GROWTH,  HEIGHT,  AND   WEIGHT  35 

again,  but  they  were  not  the  same  height  this  time.  Which 
do  you  suppose  was  the  taller  ? 

We  must  try  to  keep  well  and  strong  if  we  want  to  grow 
fast.  Ask  the  class  to  name  some  things  which  help  children 
in  their  growth.  From  the  story  they  may  be  able  to  state  at 
once  a  few  of  the  essentials.  If  not,  question  them  about  the 
story. 

Write  at  one  side  of  the  board  in  large  letters :  — 

Some  Things  which  help  to  make  us  Grow 

Sketch  below  this  a  loaf  of  bread,  an  oatmeal  dish  with  a 
spoon  in  it,  and  a  glass  labeled  "milk."  This  will  aid  in 
obtaining  from  the  children  the  following  statement,  which 
should  be  written  under  the  picture  :  — 

GOOD  FOOD  HELPS  TO  MAKE  US  GROW 

Draw  on  the  board  the  picture  of  a  boy  working  or  playing, 
and  beside  it  a  child  resting  or  asleep,  or  show  the  children 
such  pictures,  obtaining  from  the  class  by  questions  the  state- 
ment :  — 

We  need  to  work,  to  play,  and  to  rest  if  we  want  to  grow 
well. 

Ask  about  their  bedtime,  and  help  the  mothers  by  explain- 
ing to  the  children  that  little  people  who  are  growing  need 
much  more  sleep  than  grown  people,  so  they  should  be  glad 
to  go  to  bed  early  in  order  to  grow  fast  and  become  stronger 
and  heavier  each  year. 

Some  Things  which  hurt  our  Growth 

Call  attention  to  the  appearance  of  grass  which  has  been 
covered  by  a  board  for  some  time.  How  do  plants  look  when 
they  are  first  brought  up  from  the  cellar  in  spring  ?  Why  do 
the  grass  under  the  board  and  the  plants  in  the  cellar  change 


36  FIRST   YEAR 

their  color  ?  They  have  had  food  from  the  earth  and  water  to 
drink.  Why  are  they  not  strong  and  green  like  plants  which 
are  out  in  the  air  and  sunshine  ? 

Plants  cannot  grow  well  without  fresh  air  and  sunshine. 

Can  you  think  of  anything  which  may  hurt  the  growth  of 
little  boys  and  girls  ? 

Bad  air  may  hurt  the  growth. 

Lack  of  sunshine  makes  people  look  sickly. 

Improve  this  opportunity  to  impress  upon  the  little  people 
the  healthfulness  of  out-of-door  sports,  and  especially  the 
benefit  of  playing  in  sunshine.  Teach  also  by  example  and 
precept  such  principles  of  ventilation  as  the  pupils  will  be 
able  to  apply  at  home.  Watch  the  condition  of  the  air  in  the 
schoolroom,  being  careful  to  keep  it  pure. 

Why  Eddie  stopped  Growing 

Eddie  was  a  little  boy  who  lived  in  Illinois.  He  was  a 
pretty  little  fellow,  with  bright  brown  eyes  and  pleasant  man- 
ners. He  always  lifted  his  hat  when  he  met  his  teacher,  but 
although  he  learned  his  lessons  quite  well  when  he  began 
school  in  the  first  grade,  before  the  year's  work  was  done  he 
was  far  behind  the  other  children,  and  in  June  could  not  pass 
into  the  second  grade.  He  had  not  grown  much  besides. 
His  teacher  felt  sorry  and  wondered  what  was  the  matter. 

One  day  she  found  something  in  his  pocket  which  looked 
like  this  (sketching  a  cigarette  on  the  board).  It  was  of  a 
dirty  white  color  and  had  something  rolled  up  inside  of  it 
which  did  not  smell  good.     Who  knows  what  it  was  ? 

A  cigarette. 

Yes,  that  was  it.  Eddie  had  been  smoking  cigarettes  for 
several  months.  Then  his  teacher  knew  why  he  could  not 
pass  into  the  second  grade,  for  there  is  a  poison  in  cigarettes 


GROWTH,  HEIGHT,  AND  WEIGHT  37 

which  makes  the  boy  who  smokes  them  dull  and  stupid.  She 
also  knew  why  he  had  not  grown  like  other  boys.  She  told 
him  how  he  was  dulling  his  brain  and  hurting  his  body,  so 
that  he  could  not  grow  well,  and  he  promised  not  to  smoke 
any  more.  But  one  of  the  most  dreadful  things  about  ciga- 
rettes is  that  boys  who  smoke  them  are  likely  to  break  their 
promises.  Another  bad  thing  is,  that  the  boy  who  smokes  a 
few  wants  to  smoke  more.  Eddie  broke  his  promise  because 
he  had  smoked  so  long  he  could  not  stop,  —  or  thought  he 
could  not,  —  and  when  his  teacher  saw  him  again  four  years 
afterward,  he  was  still  very  small  and  was  only  in  the  third 
grade  in  school. 

MEMORY  POINTS 

Young  plants  and  animals  grow. 

Children  become  taller  and  heavier  when  they  grow. 

We  must  keep  well  if  we  want  to  grow  fast. 

Wholesome  food  helps  ns  grow. 

We  grow  when  we  work,  play,  and  rest. 

We  need  fresh  air  and  sunshine. 

Children  who  smoke  cigarettes  are  likely  to  be  small  and  sickly. 


EMINENT  AUTHORITIES  FOR  THE  TEACHER 

The  teachings  of  elementary  physiology  indicate  the  neces- 
sity for  the  growing  child  of  continuous  exercise  out  of  doors 
and  pure  air  in  school,  a  larger  allowance  of  sleep  than  is 
necessary  for  the  adult,  and  pure  air  in  the  sleeping  room.  — 
London  Lancet. 

Tobacco  interferes  with  and  impairs  general  development, 
physically  and  mentally,  probably  by  retarding  progressive 
cell  changes  and  impairing  nutrition.  —  British  Medical  and 
Surgical  Journal. 


38 


FIRST  YEAR 


FOOD   AND   REST 


LESSON   7. —  WHY  WE  NEED  FOOD 


The  wise  teacher  will  have  her  food  lesson  after,  not  before, 

a  meal.      Talking  about  food  on  an  empty  stomach  puts  a 

severe  strain  on  the  self-control  and  amiability  of  the  class. 

Take  a  box  of  strawberries,  or  some  other  article  of  food,  to 

school,  placing  it  out  of  sight  in  the  desk. 

Intimate  to  the  class  that  you  are  going  to  talk  about  what 
we  have  every  day,  and  the  child  who  guesses  first  may  have 
some. 

I  was  in  Mildred's  home  the  other  day,  and  saw  something 
that  pleased  me  very  much. 
It  was  about  as  long  as  this. 

It  was  kept  in  a  basket  when  I  saw  it.     What  do  you  think 
it  was  ?     No,  it  was  not  a  kitty  nor  a  dog  nor  a  doll.     Mildred 
loves  it  better  than  all  the  dolls  in 
the  world.     She  would  not  exchange 
it  for  a  whole  toy  shop  full  of  dolls. 

Yes,  it  is  a  baby,  Mildred's  dear 
sister  Helen. 

Lucy:  "I  saw  Mildred's  Helen 
when  she  was  no  bigger  than  a  doll. 
Her  hands  were  just  as  wee  !  She 
is  bigger  now." 

Why  is  Helen  bigger  now  ? 
Kate :  «  She  is  older." 
Lucy :  "  She  has  grown." 
Name  something  else  that  grows. 

Dogs,  cats,  birds,  flowers,  grass,  trees,  hair,  nails,  may  be 
mentioned. 

If  we  should  take  Helen  and  put  her  in  a  room  by  herself 
and  leave  her  there  for  a  week,  what  would  probably  happen  ? 


FOOD  AND  REST 


39 


Roger :  u  She  would  cry." 

Faith :  "  I  think  she'd  die,  because  she  would  have  nothing 
to  eat." 

What  does  a  baby  need  ? 

It  needs  food. 

What  else  needs  food  ? 

After  a  little  the  children  will  grasp  the  thought  that  every- 
thing alive  needs  food. 

If  Helen  had  just  enough  food  to  keep  her  alive,  would  that 
be  all  she  needs  ? 

Children  state  that  she  would  not  be  happy,  she  would  cry, 
would  not  be  fat,  would 
be  pale. 

Food  insures  growth. 

What  else  needs  food 
for  growth  ? 

The  pet  kitty  must 
have  her  milk  regularly. 

The  dog  needs  his 
meals  as  regularly  as 
we  do. 

The  canary  in  his  cage,  and  all  other  pets,  must  be  cared  for. 

The  plants  must  be  watered  regularly.  God  sends  sunshine 
and  moisture  to  the  grass,  trees,  and  flowers.  The  trees  suck 
up  juice  from  the  soil  with  their  roots. 

What  will  mother  do  when  winter  comes,  to  keep  Helen 
from  getting  cold  ? 

Mildred :  "  She  will  have  a  fire  in  the  nursery,  and  put 
thicker  dresses  on  her." 

That  is  one  of  the  ways  to  keep  warm. 

Refer  to  the  wadded  cover  mamma  puts  over  the  tea  or  coffee 
pot,  at  the  table,  and  point  out  that  the  cover  keeps  the  heat 
from  coming  out  of  the  pot. 


40 


FIRST  YEAR 


So  our  clothes  keep  the  heat  from  leaving  the  body  too 
rapidly. 

Show  that  some  kinds  of  clothing  let  the  heat  out  more 
readily  than  others,  hence  the  reason  for  wearing  woolen  in 

winter  and  cotton  in  summer. 
In  very  cold  countries  peo- 
ple must  eat  more  to  keep 
them  warm. 

Agoonack,  the  little  Es- 
kimo in  Seven  Sisters,  must 
eat  much  fat  to  keep  her 
warm.  Perhaps  she  would 
enjoy  a  tallow  candle  more 
than  a  stick  of  candy. 
Why  do  we  need  food  ? 

To  keep  us  alive. 

To  make  us  grow. 

To  keep  us  warm. 

There  is  another  reason. 
Harold,     why     did    your 
mamma    throw     away     her 
rubbers     and    your    rubber 
boots? 

Harold :   "  Because  they  were  all  worn  out.     The  heels  were 
out  in  her  rubbers,  and  my  boots  had  a  lot  of  holes  in  them." 

Daisy :   "  My  school  sack  is  worn  out.     It  isn't  good  enough 
for  any  one  to  wear." 

Everything  wears  out  sooner  or  later.     Our  bodies  do  the 
same  thing,  for  every  minute  little  parts  of  us  wear  out,  and 
if  new  parts  are  not  put  in  very  quickly,  we  grow  thin  and  ill. 
What  do  you  suppose  keeps  our  bodies  from  wearing  out  ? 
Here  is  a  new  point  to  add  to  our  knowledge. . 

We  need  food  to  keep  the  body  from  wearing  out. 


FOOD  AND  REST  41 

LESSON  8.  — THE  KIND  OF  FOOD  WE  NEED 

After  we  take  a  bath  how  does  the  water  look  ? 

It  looks  dirty. 

When  we  wash  ourselves,  rubbing  hard,  what  comes  off  ? 

Harold :   "  Mamma  calls  it  dead  skin." 

Yes,  parts  of  us  are  wearing  out  all  the  time.  These  must 
be  built  up  as  fast  as  they  wear  out,  or  we  shall  be  ill. 

When  any  part  of  your  house  grows  old  and  leaks,  what  does 
father  do  ? 

He  mends  it. 

So  we  have  to  keep  our  bodies  mended,  or  they  will  not  grow. 
We  do  not  mend  them  as  we  do  our  clothes  or  china  when  it  is 
broken. 

When  we  feel  hungry  we  eat,  and  our  food  builds  up  again 
the  worn-out  parts  of  our  bodies.  It  does  this  just  as  rain 
makes  the  flowers  grow. 

I  once  saw  a  baby  that  was  very  ill  and  thin  and  cried  all 
the  time.  The  mother  told  me  they  could  not  find  any  food 
the  baby  could  eat.  Poor  sick  baby !  Its  little  body  was 
wearing  out  fast,  because  they  did  not  know  how  to  mend  the 
worn-out  parts.  We  need  food  which  will  make  the  body  grow 
and  keep  it  mended. 

Kitty  sat  up  very  late  last  night.  Mamma  had  company 
who  were  anxious  to  see  the  little  girl. 

This  morning  Kitty  is  sleepy.  She  does  not  feel  like  work- 
ing, and  she  cried  because  she  did  not  get  her  number  lesson 
done  in  time. 

What  is  the  matter  ? 

Walter :   "  She  didn't  have  sleep  enough." 

Roger :   "  Perhaps  she  ate  her  supper  too  late." 

That  must  be  it.  Our  bodies  need  to  rest.  We  must  not 
keep  them  working  all  the  time.  Do  you  remember  the  pop- 
gun your  uncle  brought  you  from  New  York,  Willie  ? 


42 


FIRST  YEAR 


Willie:   "Yes,  indeed.     It   didn't   last  a  week.     I   played 
with  it  every  spare  minute.     Mother  said  I  wore  it  all  out." 

Our  bodies  need  rest  or  they  will 
not  grow  well. 

Is  it  a  good  plan  to  eat  be- 
tween meals  half  a  dozen  times 
a  day? 

Poor  stomach,  how  hard 
it  has  to  work  if  we  eat 
so  often!     By  and   by  it 
will  get  out  of  order. 

If    our    bodies    are    to 
grow,  if  our  food  is  to  do 
us  any  good,  we  must  rest 
as  well  as  work. 

We  must  sleep  well  at  night. 
"\Ye   must  not   eat   anything 
that    will    make    our    stomachs 
work  too  hard. 

Is  it  well  to  ride  one's  bicycle 
too  long  at  a  time  ? 
Shall  we  sit  up  late  at  night  ? 
Shall  we  jump  rope  or  roll  hoop  long  at  a  time  ? 
Shall  we  eat  too  much  and  too  often  ? 


MEMORY   POINTS 


Food  keeps  us  alive  and  makes  us  grow. 

It  helps  to  keep  us  warm. 

It  keeps  the  body  from  ivearing  out. 

We  must  not  eat  between  meals. 

Our  bodies  must  have  time  to  rest. 

(Mildren  need  a  great  deal  of  sleep. 


THE  APPLE  43 

EMINENT  AUTHORITIES  FOR  THE  TEACHER 

Food  repairs  the  Body 

• 

The  only  way  we  can  repair  the  waste  of  the  body  is  by  the 
process  of  eating.  —  Journal  of  Hygiene. 

Make  the  bodily  income  as  large  as  possible  by  the  best  food 
in  the  right  proportions,  by  good  air,  appropriate  rest,  and 
restraint  over  evil  habits  which  squander  the  bodily  resources. 
—  M.  L.  Holbrook,  M.D. 

Food  for  School  Children 

Breakfast  should  consist  chiefly  of  porridge  and  milk,  brown 
bread  should  be  substituted  for  white,  and  tea  and  alcohol 
should  be  banished. — London  Lancet. 

Alcohol  is  not  a  Food 

It  is  in  great  part  oxidized  in  the  body,  but  it  cannot  take 
the  place  of  any  of  our  necessary  foods.  — P.  J.  Mobius,  M.D., 
Leipsic. 


THE   APPLE 
LESSON   9— A  NATURE   STUDY 

Select  a  large,  handsome,  ripe  apple  to  use  in  this  lesson. 
If  possible  have  an  apple  in  the  hand  of  each  child. 

Question  and  help  the  children  to  tell  the  shape  of  their 
apples,  the  color.  Dwell  upon  the  beauty  of  the  apple,  asking 
all  who  think  that  rosy-red  apples  or  yellow  apples  are  pretty 
to  raise  their  hands. 


44 


FIRST  YEAR 


Potatoes  grow  in  the  ground.     How  many  ever  saw  potatoes 
dug  ?     Where  do  apples  grow  ?     Do  all  kinds  of  trees  have 
apples  growing  on  them  ? 

Help  the  children  to  name  the 
common  trees  of  their  own  local- 
ity and  describe  the  fruit  of  each. 
Teacher:    "I    have    here   an 
apple.     What  color  is  it  ?  " 
It  is  green. 

Teacher:   "Come   here,  Roy,   and   press   this    green   apple 
with  your  finger.     Tell  us  whether  it  is  hard  or  soft." 
It  is  hard  and  green  because  it  is  not  ripe. 


Teacher :  "  Is  it  good  to  eat  ?  "  Almost  every  child  will  be 
able  to  tell  from  experience  that  green,  unripe  apples  may 
make  us  sick  if  we  eat  them,  that  they  are  not  good  to  eat. 

Teacher :    "  When  are  apples  good  to  eat  ?  " 

Apples  are  good  to  eat  when  they  are  ripe. 

Question  about  cooked  apples,  leading  the  children  to  tell 
that  baked  or  stewed  apples,  or  ripe  uncooked  apples  are  good 


THE  APPLE  45 

to  eat.  Appeal  to  the  sense  of  gratitude  in  the  child  for  the 
beautiful  apples  which  taste  good  and  which  all  like. 

Teacher :  "  Will  ripe  apples  keep  good  always  ?  "  Hold  up 
a  good  apple  and  another  which  is  decayed.  Cut  both  in  sec- 
tions and  pass  them,  calling  attention  to  the  difference  in  color 
and  odor.  Explain  that  rotten  or  decayed  apples  are  not  fit 
to  eat.     They  would  make  us  ill. 

Teacher:  "What  is  inside  of  our  apples?"  Before  you 
answer,  I  will  tell  you  a  story  about  — 

Tom  and  his  Ball 

A  little  boy  whose  name  was  Tom  had  a  large  rubber  ball 
that  he  kicked  with  his  feet,  and  a  small  one  that  bounded 
back  when  he  threw  it.  One  rainy  day  he  was  playing  in  the 
house.  All  at  once  his  mother  heard  him  crying  and  went  to 
see  what  was  the  matter.  There  Tom  sat,  in  tears,  with  his 
knife  in  his  hand  and  both  balls  in  bits  on  the  floor. 

"  What  is  the  matter,  Tom  ?  "  his  mother  asked. 

"  I  cut  the  balls  open  to  find  what  was  inside  of  them,  and 
there  isn't  anything  there,"  sobbed  Tom. 

Teacher :  "  If  we  should  cut  open  our  apples,  should  we  find 
anything  in  them  ?     What  is  inside  the  skin  of  an  apple  ?  " 

Question  until  the  children  name  the  core  of  the  apple,  the 
seeds,  the  pulp,  and  the  juice. 

Teacher :  "  How  do  you  suppose  the  apple  will  keep  sound 
longer,  —  whole,  or  after  it  has  been  cut  open  ?  " 

"  Yes,  the  apple  spoils  very  soon  after  the  skin  is  broken,  and 
then  it  is  no  longer  good  to  eat." 

Men  sometimes  crush  apples  and  press  out  their  juice.  Do  you 
know  what  they  call  such  pressed-out  juice  ?    It  is  called  cider. 

This  cider  is  a  very  common  drink.  But  it  is  a  drink  which 
boys  and  girls  should  let  alone.  It  contains  a  substance  formed 
in  the  decay  of  the  apple  juice,  which  is  a  poison.  This  sub- 
stance is  alcohol. 


46  FIRST  YEAR 

Explain  in  very  simple  language  what  a  poison  is ;  that 
it  is  something  which  may  hurt  ns.  Some  plants  are  poison- 
ous, and  we  should  not  handle  or  taste  them.  Some  drinks 
contain  the  poison  alcohol,  and  this  makes  them  unsafe  to 
drink. 

There  is  not  much  alcohol  in  new  cider.  Yet  it  is  best  to 
let  it  alone,  because  even  a  little  alcohol  has  the  power  to 
arouse  a  liking  for  itself  in  those  who  drink  it.  This  liking 
often  makes  people  take  more  and  more  cider  until  they  have 
formed  a  very  harmful  habit. 

Care  should  be  taken  not  to  exaggerate  the  truth.  Empha- 
size the  fact  that  the  danger  in  cider  lies  in  the  power  of  the 
alcohol  it  contains  to  make  one  want  more  and  more  until  he 
has  taken  enough  to  hurt  him,  and  is  perhaps  unable  to  let  it 
alone. 

Teacher :  "I  will  not  drink  cider,  because  there  is  alcohol 
in  it.     If  you  think  I  am  right,  raise  your  hands." 

There  are  two  things  about  cider  that  make  it  a  very  bad 
drink.     We  have  learned  one  of  these  :  — 

There  is  alcohol  in  cider,  and  alcohol  is  a  poison. 

The  second  bad  thing  about  cider  is  this :  — 

The  alcohol  in  cider  can  make  one  who  drinks  it  want  more. 

Poor  Horace 

When  the  juice  of  apples  is  first  pressed  out,  and  people 
think  there  is  no  alcohol  in  it,  they  call  it  sweet  cider. 

Many  years  ago  there  lived  in  a  pleasant  country  town  a 
boy  whose  name  was  Horace.  His  father  had  a  large  apple 
orchard,  and  in  the  autumn  many  of  the  apples  were  taken  to 
a  mill  to  be  made  into  cider. 

Horace  began  to  drink  cider  when  he  was  a  little  boy,  and 
soon  became  very  fond  of  it.     At  first  he  drank  only  what  was 


THE  APPLE  47 

called  sweet  cider,  but  after  a  time  the  stronger  it  was  the 
better  he  liked  it,  and  he  wanted  it  every  day.  When  he  was 
a  big  boy  he  wanted  something  stronger,  and  often  went  to  a 
store  in  the  village  where  he  drank  whisky  and  rum.  Before 
he  was  twenty  years  old  he  became  a  drunkard.  He  began 
this  bad  life  by  drinking  what  he  called  sweet  cider.  He 
thought  it  would  not  hurt  him  any  more  than  the  apples  did. 
After  telling  this  story,  ask  the  children  to  repeat  what  they 
can  remember  of  it,  until  they  have  brought  out  the  points  in 
their  own  words.  Make  sure  that  all  understand  why  it  is  that 
ripe  apples  are  good  to  eat,  while  cider  made  from  the  juice  of 
these  same  apples  is  a  bad  drink.  Leave  them  with  this 
thought : 

I  ought  not  to  drink  cider,  and  you  ought  not,  because  there 
is  alcohol  in  it. 

Some  child  will  doubtless  ask  if  sweet  cider  is  not  good. 
Then  will  be  the  time  for  the  teacher  to  tell  the  class  that 
alcohol  ordinarily  forms  in  cider  in  about  six  hours  after  it  is 
pressed  out,  and  if  they  never  drink  any  cider  they  will  never 
become  cider  drunkards. 

MEMORY  POINTS 

Ripe  apples  are  good  to  eat. 

Apple  juice  soon  changes  after  it  is  pressed  out  of  the  apple. 

It  is  not  so  sweet  as  before. 

Its  color  is  different. 

It  is  no  longer  safe  to  drink. 

Alcohol  forms  in  pressed-out  apple  juice. 

Alcohol  is  a  poison. 

A  poison  has  the  power  to  do  us  harm. 

The  alcohol  in  cider  may  hurt  us. 

It  may  make  us  ivant  more. 

We  must  not  drink  cider. 


48 


FIRST   YEAR 

APPLE  SONG. 


10. 


W 


=£ 


HE 


t^r 


£* 


1.  One,  two,  three,one,  two,three,Come  now  to 

2.  One,  two,  three,one,  two,three, Come  now  to 

3.  We     may    eat     ap-ples  sweet, Give  them  to 


the  ap  -  pie  tree ; 
the  ap  -  pie  tree ; 
the  friends  we  meet ; 


*2 


^iiS=eS=* 


±=± 


m^mmmm^m 


Here  we     go,      in         a     row, Where  the   nice     red    ap  -  pies  grow. 
All      around,  they   are  found,  Ly  -  ing  thick  -  ly     on       the  ground. 
Pick  them  now  from  the  bough,  We     will  glad  -  ly    show   you     how. 


«=e 


2££Ei 


6 


mmmm 


v  v        v       v      y       v       1 

Now  we're  stand  -  ing      by        a       tree,  And  the  fruit      so 

Here  the     small      de  -  cayed  ones     lie,  And  we  quick  -  ly 

But  of         ci  -    der     take    we     none,  This  bad  drink     let 


' 


Cho.  Now  we're  march-ing       all        a  -  round,  Where  the       ap  -  pies 


mm 


±-l 


-i-t 


-rHv-HN— \- 

US 


F 


gi 


fair  we  see,  One,two,three,one,two,three,Pick  them  from  the  tree, 
pass  them  by,  One,two,three,one,two,three,Pick  them  from  the  tree, 
chil-dren  shun,Ono,two,three,one,two,three,Pick  them  from  the  tree. 


^^Efe^g 


t=£ 


ma 


nice  are  found,As  we    go     in      a     row,Sing  -  ing   joy  -  ful  -  ly. 
Music  used  by  permission  of  Oliver  Ditson  Company,  owners  of  the  copyright. 


THE   APPLE  49 

Suggestions  for  Motions  to  accompany  the  Song 

The  children  rise,  and  as  they  sing,  march  to  the  music  till 
they  come  to  the  words,  "Now  we're  standing  by  a  tree"; 
they  then  stand  still,  and  as  they  sing,  "  One,  two,  three," 
etc.,  they  raise  both  hands  as  high  as  possible,  allowing  them 
to  fall  again  with  the  rhythm  of  the  music,  and  continuing 
the  motion  to  the  end  of  the  stanza. 

The  music  for  the  chorus  is  the  same  as  the  last  four  lines 
of  each  stanza.  The  chorus  may  be  omitted  at  the  option  of 
the  teacher.  This  is  designed  for  a  marching  song,  and  if  it 
is  desired  that  the  pupils  march  around  the  room  before  sing- 
ing the  second  stanza,  the  chorus  may  be  repeated  as  many 
times  as  required, 

In  singing  the  second  stanza,  the  children  march  as  in  the 
first,  till  they  come  to  the  end  of  line  beginning,  "Come  now," 
etc.,  when  they  stop  and  look  downward,  continuing  to  sing, 
"All  around,"  etc.,  at  the  same  time  dropping  and  lifting  the 
hands  with  a  downward  movement,  to  the  end  of  the  sixth  line, 
then  resume  the  motion  of  gathering  the  fruit  as  in  first  stanza. 

In  the  third  stanza,  as  the  first  line  is  sung,  hands  may  be 
passed  to  the  mouth,  repeating  to  end  of  first  line. 

Through  the  second  line  the  hands  may  be  thrown  out  with 
extended  palm,  and  drawn  back  as  the  words  are  sung,  "  Give 
them,"  etc.,  to  end  of  second  line.  The  motions  in  the  third 
and  fourth  lines  are  the  same  as  in  the  last  line  of  the  first 
stanza.  When  the  words  "  none "  and  "  shun "  are  sung, 
the  right  hand  is  thrown  out  as  though  throwing  something 
away. 

EMINENT  AUTHORITIES  FOR  THE  TEACHER 

Cider  can  Intoxicate 

When  the  juice  of  apples  is  pressed  out  and  exposed  to  the 
air,  ferments  from  the  surface  of  the  fruit  and  ferments  float- 

OR.     LKSS.     IN    HY. 4 


60  FIRST  YEAR 

ing  in  the  dust  of  the  air  reach  it  and  break  up  its  sugar  into 
carbon  dioxide  and  alcohol ;  the  result  is  cider,  an  intoxicating 
liquor. — H.  Newell  Martin,  M.D.,  E.R.S.,  Johns  Hopkins 
University. 

Alcohol  in  Cider 

Dr.  S.  Dana  Hayes,  State  Assayer  of  Massachusetts,  says 
hard  cider  has  as  much  as  ten  and  one  half  per  cent  alcohol. 

Alcohol  a  Poison 

Alcohol  is  a  virulent  poison,  and  as  such,  should  be  placed 
in  the  list  with  arsenic,  mercury,  and  other  dangerous  drugs. 
—  Alfred  Carpenter,  M.D.,  Examiner  of  Public  Health  in  the 
University  of  London,  President  of  the  Council  of  the  British 
Medical  Association. 


THE   BODY  AS   A  WHOLE 
LESSON   10. —OUR   LIKENESS   TO   TREES 

Bessie  and  Philip  went  out  to  walk  one  day  with  Aunt 
Bertha.  It  had  been  dull,  rainy  weather  for  nearly  a  week, 
but  now  the  sun  had  come  out,  and  the  sky  was  blue  once 
more. 

The  children  were  glad  as  kittens,  and  they  skipped  and 
played  along  the  road,  very  much  like  our  little  four-footed 
friends. 

"  I  want  to  stop  and  look  at  the  oaks,"  said  Aunt  Bertha. 
So  they  turned  up  a  side  path,  which  wound  up  a  hill  where 
the  trees  stood. 

"  This  is  my  tree,"  cried  Philip,  running  and  putting  his 
arms  about  it. 

Do  you  know  the  name  of  the  part  that  he  clasped  in  his 
arms? 


THE   BODY   AS   A   WHOLE 


51 


Roger:  "It  must  have  been  the  trunk.  He  couldn't  get 
hold  of  the  branches  unless  he  were  very  tall." 

It  was  the  trunk,  and  it  was  so  large  even  Aunt  Bertha's 
hands  could  not  meet  when  she  tried  to  clasp  it. 

The   children  ran  about,  trying  to   find   trees   they   could 
entirely  clasp  with  their  arms. 
They  found  only  one  or  two, 
for  these  were   old   oaks, 
and  very  large. 

Suddenly  a  bird  sang 
over  their  heads.  They 
tried  to  see  it.  Where  do 
you  think  it  was  ? 

Mildred  :  "  Up  in  the 
leaves." 

What  do  the  leaves 
grow  on  ? 

Mildred :  "On  the 
branches." 

It   was   like   looking  up 
into    a    cool    green    bower. 
They   could    hear    the    bird's 
sweet  note,  and  by  and  by  he 
flew  out  and  perched  upon  a  lower 
limb.    Bessie  laughed,  and  the  bird 
flew  away. 

"He  must  have  a  nest  up  there  somewhere,"  said  Philip. 

"No  doubt  there  are  many  nests  in  that  tree,"  said  Aunt 
Bertha.  "The  oak  is  a  kind  old  tree.  It  shelters  many  little 
bird  families." 

"  Here  are  some  violet  leaves,"  said  Philip. 

"  There  must  have  been  hundreds  of  violets  here  a  month  ago." 

"  Do  you  know  what  the  oak  did  last  fall  to  help  the  vio- 
lets ?  "  Aunt  Bertha  asked. 


52  FIRST  YEAR 

"  It  dropped  its  leaves  down  to  make  a  warm  blanket,"  said 
Philip. 

"  The  oak  gives  us  acorns,"  said  Bessie.  "  Papa  made  me  a 
set  of  dishes  out  of  acorns  and  acorn  cups." 

Can  you  think  of  any  other  good  the  oak  does  ? 

"  It  is  a  shady  tree.  When  we  are  out  walking  and  get  hot 
we  sit  down  and  rest.  I  like  the  oak,"  said  Bessie.  "  I  wish 
I  were  a  tree." 

A  growing  tree  is  a  beautiful  thing,  but  a  growing  child  is 
even  better.  We  are  not  unlike  trees  in  some  ways.  What 
part  did  you  clasp,  Philip  ? 

"  I  clasped  the  trunk." 

Each  of  you  has  a  trunk.     Show  where  it  is. 

Bessie  threw  her  arms  about  her  brother  Philip,  and  gave 
him  a  big  hug  under  his  arms,  saying :  — 

"  This  part  is  the  trunk." 

What  is  above  and  below  the  trunk  ? 

Philip  thought  a  moment,  then  said,  "My  head  is  at  the 
top,  and  my  legs  are  at  the  bottom." 

Do  we  have  branches,  like  trees  ? 

"  Oh,  yes,  we  do,"  said  Bessie.  "  Our  arms  are  the  branches. 
What  are  our  legs,  Auntie  ?  " 

"  There  is  another  name  for  branches,"  said  Aunt  Bertha. 

"  Oh,  I  know  —  limbs.  I  tore  my  red  and  white  dress  on 
the  limb  of  the  old  pear  tree." 

Yes,  our  arms  and  legs  are  our  limbs. 

Which  are  the  upper  limbs  ? 

"  Our  arms  must  be  our  upper  limbs,  because  they  are  higher 
up,"  said  Philip. 

"  Then  our  legs  would  be  the  lower  limbs,"  said  Bessie. 

"Trees  haven't  lower  limbs,"  said  Bessie,  gazing  at  the  old  oak. 

Why  doesn't  a  tree  blow  over  in  a  storm  ? 

"  Oh,  I  know,"  cried  Philip,  "  the  roots  hold  them  fast.  I 
guess  the  roots  are  as  good  feet  as  the  tree  can  have." 


THE   BODY  AS  A   WHOLE  53 

Can  you  tell  the  parts  of  a  tree  ? 

Philip :  "  Trunk,  limbs,  roots,  —  yes,  and  leaves." 

What  are  the  parts  of  the  body  ?     Begin  at  the  top. 

Philip :  "  Head,  trunk,  limbs ;  the  upper  limbs  are  my  arms ; 

my  legs  are  my  lower  limbs." 

Bessie :  "  Our  fingers  are  the  leaves,  are  they  not  ?  " 

"We  can  call  them  so,"  said  Aunt  Bertha.     "I  saw  some 

verses  the  other  day  that  I  think  will  please  you." 

The  Maple's  Fingers 

" «  Green  leaves,  what  are  you  doing, 
Up  there- on  the  tree  so  high  ?  ' 
« We  are  shaking  hands  with  the  breezes, 
As  they  go  singing  by.' 

" 4  What —  green  leaves,  have  you  fingers? ' 
Then  the  maple  laughed  with  glee, 
*  Yes,  just  as  many  as  you  have, 
Count  them,  and  you  will  see.'  " 

"  I  like  that,"  said  Bessie ;  "  but  I  didn't  think  trees  were 
so  much  like  people.     I  will  tell  mamma  it  when  I  get  home." 

"  Aunt  Bertha,"  said  Philip,  "  we  are  going  to  have  lessons 
about  our  bodies  next  term.  Herbert  has  them  and  he  told  me 
about  it.  His  teacher  told  them  about  the  trunk  and  the 
Jimbs.     I  like  this  way  better." 

Aunt  Bertha :  "  You  must  try  to  remember  what  we  have 
found  out  so  you  can  tell  your  teacher.  When  we  get  home 
I'll  ask  you  again  to  tell  me  the  parts  of  the  body." 

"  I  hate  to  leave  the  oak,"  said  Bessie,  "  it  is  so  beautiful 
and  so  kind.  Good-by,  old  oak,  take  care  of  the  birds,  and 
give  me  some  more  cups  and  saucers  next  fall." 

"Good-by,"  cried  Philip,  "be  getting  your  blankets  ready 
for  the  flowers." 

"Now  we  will  go  down  to  the  brook,"  said  Aunt  Bertha, 
and  the  children  skipped  merrily  away. 


54  FIRST  YEAR 


MEMORY  POINTS 


The  parts  of  a  tree  are  the  trunk,  limbs,  roots,  and  leaves. 
The  parts  of  the  body  are  the  head,  trunk,  and  limbs. 
The  arms,  hands,  and  fingers  are  our  upper  limbs. 
The  legs,  feet,  and  toes  are  our  lower  limbs. 


CLEANLINESS 

LESSON  11.  — COVERING  OF   THE   BODY 

Edmund  was  a  little  boy  who  lived  in  the  country.  One 
day  when  it  was  storming  so  hard  he  could  not  play  outside, 
the  rain  began  to  come  down  on  the  inside,  too.  It  made  a 
wet  place  on  the  ceiling  and  the  floor  below. 

"  The  roof  leaks,"  said  Edmund's  father.  "  1  must  put  some 
new  shingles  on  it  to-morrow." 

The  next  day  was  bright  and  sunny,  and  Mr.  Clapp  was 
early  at  work.  He  tore  off  the  old  shingles  and  put  fresh  ones 
in  their  places  until  the  whole  roof  was  as  good  as  new. 

The  next  time  it  rained  no  water  could  get  into  the  house. 

"  How  do  shingles  keep  out  the  rain  ?  "  asked  Edmund. 

His  father  took  some  of  the  boy's  blocks  and  showed  him 
how  the  roof  of  a  house  is  built;  then  how  the  shingles  are 
laid,  overlapping  one  another  and  so  close  together  that  no 
water  can  get  between  them. 

"  Do  you  know  why  water  does  not  soak  into  our  bodies  when 
we  have  been  out  in  the  rain  ? "  asked  Mr.  Clapp.  "  You 
know  it  wets  only  the  outside  and  runs  off  quickly." 

"I  don't  know,"  said  Edmund.  "Why  doesn't  it?  We 
are  not  shingled  the  way  houses  are." 

"Our  bodies  are  covered  with  something  better,"  his  father 
explained.     "  Sit  down  and  I  will  tell  you  about  it." 

Mr.  Clapp  took  a  microscope  out  of  his  pocket  and  told 
Edmund  to  look  at  the  back  of  his  hand  through  it. 


THE   NEED   OF   CLEANLINESS  55 

The  little  boy  saw  that  the  outside  of  his  skin  was  made  up 
of  many  tiny  scales  placed  one  on  top  of  another.  He  saw 
also  tiny  hairs  all  over  the  surface,  and  many  little  holes. 

His  father  told  him  that  perspiration  comes  out  of  these 
little  holes,  and  that  in  this  way  the  body  gets  rid  of  some  of 
its  waste  matter.     They  help,  too,  to  cool  the  body. 

"  They  are  something  like  little  ventilators,"  said  Mr.  Clapp. 

We  are  made  much  more  carefully  than  the  best  houses,  for 
our  skin  grows  as  fast  as  it  wears  out,  and  keeps  our  bodies  as 
good  as  new. 

The  Need  of  Cleanliness 

One  day  Mr.  Clapp  came  home  with  something  queer  in  his 
hand. 

"It  looks  like  a  snake,"  said  Edmund,  "  but  it  hasn't  any 
insides." 

His  father  told  him  that  it  was  a  snake's  skin,  and  that 
when  one  of  these  creatures  gets  too  big  for  his  clothes  or 
needs  a  new  suit,  he  wriggles  and  twists  until  he  crawls  out 
of  the  old  skin.  Then  he  goes  away  with  a  soft  new  skin 
which  has  been  growing  underneath. 

"  Our  skin,  too,"  said  Mr.  Clapp,  "  is  all  the  time  wearing 
out,  but  we  get  rid  of  it  a  little  at  a  time,  and  not  all  at  once 
as  a  snake  does.  When  you  take  off  your  clothes  to-night  turn 
them  inside  out  and  shake  them,  then  tell  me  in  the  morning 
what  you  saw." 

"  My  clothes  were  all  full  of  dust,"  said  Edmund  the  next 
day. 

His  father  told  him  that  much  of  this  dust  was  really  tiny 
pieces  of  dead  skin  which  people  need  to  get  rid  of,  just  as 
the  snake  needs  to  lose  his  worn-out  covering. 

Ask  the  children  in  your  class  to  shake  out  their  clothing 
when  they  go  to  bed.     How  many  find  the  same  thing  that 


5G  FIRST  YEAR 

Edmund  did  ?  Why  do  we  need  at  night  to  air  the  clothes  we 
have  worn  all  day  ? 

Sometimes  there  is  something  on  our  faces  and  hands  and 
other  parts  of  our  bodies  which  does  not  belong  there.  Where 
does  this  dirt  come  from?  Should  we  always  stay  indoors 
and  never  romp  and  play  or  work  for  fear  of  soiling  our  hands 
or  clothes  ? 

If  we  tried  that  plan,  we  should  grow  up  thin  and  pale.  We 
need  to  play  while  we  are  children,  but  when  we  are  ready  for 
something  else  we  should  wash  our  faces  and  hands  and  make 
them  lit  to  be  seen. 

The  Use  of  Cigarettes  is  Uncleanly 

When  Edmund  was  a  little  older,  Mr.  Ames,  the  grocer, 
asked  if  he  would  like  to  work  for  him  every  Saturday. 

Edmund  was  delighted,  for  he  had  to  earn  his  own  spending- 
money,  and  here  was  a  fine  chance. 

"  Do  you  know  why  I  gave  your  boy  the  place  ?  "  Mr.  Ames 
said  one  day  to  Edmund's  father. 

"It  is  chiefly  because  he  does  not  smoke  cigarettes.  Ed- 
mund is  two  years  younger  than  Burt  Page,  the  last  boy  I  had, 
but  he  is  worth  as  much  again. 

"When  he  comes  in  the  morning  his  hands  and  face  are 
clean,  his  hair  is  well  brushed,  and  there  is  no  odor  of  tobacco 
about  his  clothes. 

"  I  want  a  boy  who  is  bright  and  quick  to  run  errands. 
When  I  send  Edmund  off  with  a  package  I  know  he  is  not 
loafing  on  some  corner  with  a  cigarette  in  his  mouth. 

"  Then,  too,  he  is  neat  in  the  store.  When  Burt  was  with 
me,  I  used  to  find  tobacco  juice  in  the  corners  and  behind  the 
counter,  but  there  is  nothing  of  that  sort  now.  My  store  is  as 
clean  as  a  parlor." 

It  pays  to  be  neat. 


THE   HEAD 


57 


MEMORY   POINTS 

Our  bodies  are  covered  with  skin  to  protect  them. 

There  are  tiny  holes  in  the  skin  to  cool  the  body  and  let  out 
waste  matter. 

The  skin  is  all  the  time  vjearing  out,  and  new  skin  is  all  the 
time  growing. 

We  must  bathe  often  to  keep  the  skin  clean  and  healthy. 

At  night  we  should  air  the  clothing  we  have  worn  through  the  day. 

We  must  keep  our  breath  sweet  and  clean  by  not  smoking 
cigarettes. 

THE  HEAD 
LESSON   12  — PARTS   OF  THE   HEAD 


Hold  up  in  sight  of 
the  class  a  copy  of  Sir 
Joshua  Reynolds's  "An- 
gels' Heads." 

There  was  once  a 
painter  who  was  very 
fond  of  children. 

He  had.no  little  boys 
or  girls  of  his  own,  but 
he  was  so  gentle  and 
jolly  that  he  made 
friends  of  all  he  met, 
even  the  beggar  children 
in  the  street. 

Sometimes  he  would 
take  them  into  his  studio 
and  paint  their  pictures. 

Nobody  else  could 
paint  children  so  well. 


Sir  Joshua  Reynolds. 


58 


FIRST  YEAR 


One  day  a  little  friend  of  his  was  taken  sick  and  had  to 
spend  his  birthday  away  from  home,  so  Sir  Joshua  Reynolds, 
for  that  was  this  good  painter's  name,  went  to  see  him. 


" : Never  mind,"  he  said ;  "if  you  can't  go  home,  I'll  paint 
your  picture  and  send  that  to  your  father  instead." 

Little  Frances  Gordon  was  one  of  his  favorites,  and  he 
painted  these  five  heads  from  hers,  in  different  positions,  so 
they  are  all  pictures  of  one  little  girl.  They  are  called  angels' 
heads,  but  we  like  also  to  think  of  them  as  pictures  of  a  real 


THE   HEAD  59 

live  little  girl  who  had  a  beautiful  face  and  head,  and  who  took 
the  right  care  of  them. 

Look  at  her  picture  while  we  talk  about  it,  and  we'll  see  if 
we  can  find  some  of  the  reasons  why  it  is  beautiful.  Then  we 
shall  know  how  to  treat  our  own  heads  properly. 

You  may  stand  and  put  your  hands  on  your  heads.  What 
does  the  head  feel  like  ? 

My  head  feels  hard. 

My  head  feels  round  —  something  like  a  ball. 

Our  heads  feel  hard  because  there  is  a  layer  of  bone  just 
underneath  the  skin.  Some  day  we  shall  learn  what  is  inside 
this  bony  covering,  but  now  we  need  to  remember  only  that 
the  outside  is  made  hard  and  strong  to  protect  the  parts 
within  which  are  very  soft  and  delicate. 

We  must  know  the  names  of  the  different  parts,  or  we  can- 
not talk  about  them.  How  many  can  you  name  from  the  pic- 
ture? 

Call  upon  one  of  the  most  self-possessed  girls  or  boys  to 
stand  before  the  others  while  they  look  to  see  whether  he  or 
she  has  features  and  parts  of  the  head  corresponding  to  those 
of  the  child  in  the  picture.  Give  the  class  the  name  of  any 
part  unfamiliar  to  them. 

Suppose  we  rise  and  find  the  parts  of  our  own  heads.  You 
may  point  them  out  while  I  name  them,  and  all  who  get  them 
right  may  stand  here  with  me  and  give  the  names  for  the  rest 
to  find. 

Point  to  the  front  of  the  head,  the  back,  the  right  side,  left 
side,  crown,  left  ear,  the  hair,  the  right  ear. 

When  all  can  do  this  quickly,  ask  different  ones  to  point  to 
these  parts  in  the  pictured  heads  and  in  the  pictures  of  other 
people  or  of  animals  which  hang  in  the  room  or  are  found  in 
their  story  books. 

If  a  live  dog  or  kitten  can  be  brought  into  the  class  for  the 
same  purpose,  so  much  the  better. 


60  FIRST   YEAR 

Care  of  the  Head 

Put  your  hands  on  the  tops  of  your  heads.  What  sort  of  a 
covering  do  you  find  there  ? 

Tell  me  how  many  different  colors  of  hair  you  can  see. 
Why  do  we  have  hair  on  our  heads  ? 

Our  hair  keeps  us  from  taking  cold. 

The  hair  on  our  heads  makes  us  look  better. 

Look  at  this  picture  of  the  "  Angels'  Heads "  and  tell  me 
what  kind  of  hair  little  Frances  Gordon  had. 

Question  and  suggest  until  the  children  notice  that  her  hair 
looks  soft  and  silky. 

There  are  little  bags  of  oil  at  the  roots  of  our  hair.  How 
does  this  oil  make  our  hair  soft  and  smooth  ? 

The  painful  experiences  with  brush  and  comb  through  which 
children  pass  will  suggest  the  right  answer,  and  help  to  make 
them  patient  while  having  the  hair  brushed. 

What  else  does  the  hair  need  to  keep  it  in  good  condition  ? 

The  hair  needs  to  be  kept  clean. 

The  skin  at  the  roots  of  the  hair  is  apt  to  dry  and  form  in 
little  scales  which  we  call  dandruff.  We  need  to  brush  our 
hair  and  wash  our  heads  often  to  get  rid  of  this  dry,  dead  skin. 

Sometimes  the  hair  splits  at  the  ends  and  grows  brittle  and 
rough  to  the  touch.  Then  we  need  to  have  some  one  cut  off 
the  ends  with  the  scissors,  and  we  must  take  extra  pains  to 
keep  it  clean  and  well  brushed  until  it  grows  soft  again. 

MEMORY  POINTS 

The  parts  of  the  head  are  the  face,  back,  crown,  sides,  hair, 
and  ears. 

We  must  keep  the  head  clean. 

The  hair  needs  to  be  brushed  every  day. 


THE   FACE  61 

EMINENT  AUTHORITIES  FOR  THE  TEACHER 

Alcohol  stunts  Growth 

There  is  no  better  way  of  interfering  with  the  growth  and 
development .  of  body  and  mind  in  lads  and  lassies  than  by 
giving  them  alcoholic  liquors.  —  Medical  Pioneer. 

Tobacco  prevents  Development 

Smpking  prevents  healthy  nutrition  of  the  structures  of  the 
body.  Hence  result,  especially  in  young  persons,  an  arrest  of 
the  growth  of  the  body,  low  stature,  and  weak  bodily  powers. 
—  J.  Copeland,  M.D.,  F.B.S. 

THE   FACE 
LESSON   13.  — GENERAL  SHAPE 

Begin  the  lesson  with  some  motion  song  which  ends  in 
hiding  the  face.  Waken  the  children  by  telling  them  that 
now  you  wish  to  see  their  faces.  Ask  one  of  them  to  come  to 
the  front  of  the  room  and  turn  his  back  to  the  school,  select- 
ing a  child  with  an  oval  face.  Ask  the  class  how  much  of 
Johnny  they  can  see. 

We  can  see  the  back  of  his  head,  his  hair,  his  back,  arms, 
and  legs. 

Turn  the  boy  around,  facing  the  school,  and  ask  again  what 
the  children  see. 

Select  for  emphasis  the  answer :  — 

We  can  see  his  face. 

Call  another  child  to  the  front  of  the  room,  and  ask  him  to 
trace  with  his  finger  the  outline  of  Johnny's  face. 

Where  is  Johnny's  face  the  widest  ?  Where  is  it  the  nar- 
rowest ?  Where  is  it  the  longest  ?  Name  some  object  which 
is  shaped  like  a  boy's  face.     Name  a  fruit  oval  in  shape. 


62 


FIRST   YEAR 


Some  child  thinks   of  the  egg,  while   the   pear  is  quickly 
recalled  as  the  egg-shaped  fruit. 

Provide  each  pupil  with  drawing  paper  and  pencil. 
Teacher :  "  Look  sharply  at  Johnny's   face   and   draw  the 
outline  on  your  papers.     Remember  where  it  is  widest  and 
where  it  is  narrowest." 

Teacher:  "Do  your  pictures  look  like 
a  boy's  face  ?  " 

"  Mine  looks  like  an  egg,"  volunteers 
Fred. 

What  do  your  drawings  need  to  make 
them  look  more  like  the  picture  of  a 
boy's  face  ?  (The  teacher  rapidly  draws 
a  vertical  oval  on  the  board  to  correspond 
with  those  drawn  by  the  children.) 

"  My  picture  ought  to  have  some  eyes," 
suggests  Harry,  eyes  being  the  most  prominent  feature  of  the 
face  to  him. 

Very  well,  let  us   put  some   eyes   in   our  pictures.      Look 
at  Johnny's  face  and  put  the  eyes  in  the  right  place.     (The 
teacher  makes  dots  in  the  oval  on  the 
board  to  represent  eyes.) 

Does  our  picture  look  like  a  face 
now?  The  children  suggest  one  after 
another  of  the  additions  necessary  in 
order  to  represent  the  features  of  the 
face,  —  nose,  mouth,  and  lastly,  perhaps, 
eyebrows  and  eyelashes. 

Suggest  to  the  children  by  lines 
which  you  draw  in  the  picture  on  the 
board,  how  the  different  features  should 
be  represented. 

Then  ask  them  to  put  these  into  their  own  drawings. 
The  picture  when  completed  looks  something  like  this :  — 


THE  FACE 


63 


An  Exercise  in  Ovals 

Tell  the  following  story  as  a  recreation  exercise,  illustrating 
it  on  the  board.  Let  the  children  follow  your  drawings  with 
pencils  and  paper. 

Johnny's  old  hen  wanted  to  sit.  His  mamma  told  him 
that  he  might  go  to  the  neighbor's  and  buy  some  eggs  to  put 
under  her,  and  then  by  and  by  he 
would  have  some  nice  chicks. 

Johnny  took  the  basket  and 
some  money  and  went  to  the 
neighbor's.  The  lady  filled  the 
basket  with  eggs.  They  looked 
like  this :  — 


But  she  did  not  take  Johnny's  money;   she  gave  him  the 
eggs.       He  thanked  her  and  was 
very  glad ;  he  looked  like  this  :  — 

On  the  way  home  he  wondered 
if  his  mamma  would  like  it,  be- 
cause he  let  the  lady  give  him 
the  eggs.  He  was  as  sober  as 
this :  — 


At  the  gate  he  stubbed  his  toe 
and  fell,  basket  and  all.  He 
thought  all  the  eggs  were  broken. 

Johnny  found  three  good  eggs 
which  were  not  broken.  He  picked 
them  up,  put  them  into  his  basket, 


64  FIRST  YEAR 

and  went  into  the  house  to  tell  his  mother  what  had  happened. 
She  was  sorry  he  had  broken  the  eggs,  for  she  wanted  the 
old  hen  to  have  a  nice  brood  of  chickens.  However,  she  told 
him  to  put  the  three  eggs  into  the  nest,  and  in  three  weeks  there 
were  three  little  chicks  peeping  from  the  shell,  like  this :  — 


LESSON  14— A  GUESSING  GAME 

Some  one  child  is  sent  from  the  room  while  the  class  decide 
which  feature  of  the  face  they  will  select. 

The  guesser  is  then  recalled  to  the  room  and  asked  to  indicate 
by  pointing  to  his  own  face  what  feature  he  thinks  they  have 
in  mind. 

Child  enters. 

Joe,  we  are  thinking  of  some  part  of  your  face ;  you  may 
point  to  the  part  we  are  thinking  of. 

Joe  points  to  his  cheeks. 

Class :   "  We  are  not  thinking  of  your  cheeks." 

Joe  points  to  his  chin. 

Class :   "  We  are  not  thinking  of  your  chin." 

He  points  to  his  eyebrows. 

Class :   "  We  are  not  thinking  of  your  eyebrows." 

Joe  points  to  his  lips. 

Class :  "  We  are  thinking  of  your  mouth." 

Continue  the  exercise  until  the  children  have  named  and 
located  all  the  features  from  brows  to  chin. 

After  the  names  of  all  the  parts  are  familiar  to  the  children 


THE   FACE  65 

the  teacher  draws  from  the  class,  as  far  as  possible,  the 
uses  of  the  different  features. 

The  little  ones  readily  tell  why  we  need  eyes,  nose,  and 
mouth,  but  are  not  so  sure  about  the  need  of  eyebrows  and 
eyelashes. 

Suppose  the  day  were  very  hot  and  you  should  run  fast,  what 
would  there  be  on  your  foreheads  and  faces  ? 

Water  would  run  down  our  faces.  Our  foreheads  would  be 
all  perspiration.     Our  faces  would  be  red  and  wet. 

Does  the  perspiration  from  your  foreheads  often  run  into 
your  eyes  ?     Why  doesn't  it  ? 

Lead  the  pupils  to  understand  the  use  of  the  eyebrows. 

The  eyebrows  make  the  face  look  prettier  and  keep  the 
perspiration  from  running  into  the  eyes. 

What  do  you  do  to  keep  the  snow  out  of  your  eyes  when 
you  have  to  face  a  driving  snowstorm  ? 

I  almost  shut  my  eyes. 

I  just  peep  through  the  lashes. 

The  snow  would  hurt  our  eyes.  We  could  not  see  in  a  storm. 
The  eyelashes  act  as  a  screen  to  keep  out  snow  or  dust. 

The  lashes  also  make  a  little  curtain  to  shut  out  some  of  the 
light,  when  it  is  so  strong  that  it  may  hurt  the  eyes. 

Now  that  we  have  found  out  about  the  parts  of  the  face,  tell 
me  what  kind  of  faces  we  like  best  to  see. 

The  answers  are  varied  —  pretty  faces,  bright  faces,  and 
sweet  faces,  until  some  one,  perhaps  from  a  memorable  experi- 
ence, exclaims,  "  clean  faces." 

We  cannot  all  have  pretty  faces,  but  each  of  us  can  have 
a  sweet,  clean  face,  and  people  like  to  see  clean  faces.  There 
was  once  a  little  boy  who  wasn't  the  least  bit  pretty,  but  his 
teacher  was  always  glad  when  he  came  into  the  room.  People 
liked  to  see  him  at  play.  There  were  other  things  about  the 
boy  that  made  people  like  him,  but  that  which  they  oftenest 
spoke  about  was  his  clean  face. 

OR.     LESS.     IN    HY. 5 


66  FIRST  YEAR 

There  is  something  else  that  we  must  learn  about  faces. 
When  any  one  is  cross,  how  do  we  know  it  ? 

He  looks  cross. 

When  we  feel  glad  or  happy,  how  do  people  know  it  ? 

We  look  happy. 

Happy  looks,  kind  looks,  cross  looks,  are  called  expressions 
of  the  face.  It  is  a  long  word,  but  we  can  understand  it  for 
it  means  how  a  face  looks.  What  kind  of  an  expression  do  you 
like  best  to  see  ? 

A  pleasant  expression. 

A  happy  expression. 

Miss  Cloud  and  Miss  Sunbeam 

Once  there  were  two  little  children  who  played  together  in 
a  large  yard.  One  little  girl  tried  to  make  everybody  happy 
and  was  always  smiling  and  pleasant  at  her  play.  The  people 
called  her  little  Miss  Sunbeam.  The  other  little  girl  was  self- 
ish and  unhappy.  She  used  to  pout  and  frown  when  anything 
did  not  please  her.  She  was  very  hard  to  please.  She  was 
called  little  Miss  Cloud.  Miss  Cloud  would  not  do  anything 
to  help  people,  and  was  so  cross  that  no  one  liked  to  look  at 
her  or  have  her  for  a  playmate. 

WThat  made  Miss  Cloud  look  so  cross  ? 

Because  she  was  cross. 

She  felt  cross. 

That  is  just  the  reason.  We  must  not  let  ourselves  feel 
cross,  if  we  want  to  look  pleasant  and  have  sweet  expressions 
on  our  faces.  If  we  are  kind  and  pleasant  and  thoughtful  of 
others,  our  faces  will  tell  it.    Here  is  a  verse  for  us  to  learn  :  — 

"  Little  children,  you  should  seek 
To  be  good  as  well  as  wise, 
For  the  thoughts  you  do  not  speak 
Shine  out  in  your  cheeks  and  eyes." 


THE   ARMS  67 

MEMORY   POINTS 

We  all  have  faces. 

Most  faces  are  shaped  like  an  egg. 

Some  are  round. 

The  parts  of  the  face  are:  eyebrows,  eyelashes,  eyes,  nose, 
mouth,  cheeks,  and  chin. 

We  see  with  our  eyes. 

We  smell  with  our  noses. 

We  eat  with  our  mouths. 

The  eyebrows  keep  the  perspiration  on  our  foreheads  from  run- 
ning into  our  eyes. 

They  make  the  face  look  prettier. 

The  eyelashes  keep  the  snow,  dust,  and  light  from  hurting  the  eyes. 

TJie  cheeks  make  ivalls  for  the  mouth. 

If  we  try  to  be  happy  and  make  other  people  happy,  we  look 
pleasant  and  kind.      We  have  a  pleasant  expression  on  our  faces. 

The  expression  of  our  faces  tells  people  how  we  feel. 

EMINENT  AUTHORITIES  FOR  THE  TEACHER 

Be  beautiful  and  you  will  by  and  by  appear  so.  Carve  the 
face  from  within,  not  dress  it  from  without.  For  whoever 
would  be  fairer  illumination  must  begin  in  the  soul ;  the  face 
catches  the  glow  only  from  that  side.  — W.  C.  Gannett,  D.D. 

As  regards  the  importance  of  observing  the  laws  of  health, 
it  is  very  pertinently  pointed  out  that,  if  good  temper  is  essen- 
tial to  courtesy,  good  health  is  essential  to  good  temper. 

—  London  Lancet. 

THE   ARMS 

LESSON  15.  — THEIR   PARTS 

Teacher :  "  Suppose  we  begin  our  lesson  this  afternoon 
with  a  story.     I'll  begin,  and  if  any  words  are  left  out  you 


68 


FIRST  YEAR 


must  think  quickly  what  they  are,  and  we'll  put  them  back 
right  away. 

"Last  spring  I  saw  two  little  birds   hard   at  work  build- 
ing a— 

"  It  was  made  of  mud  and  sticks  and 
straw,  all  nicely  lined  with  tiny  bits  of 
cloth  and  thread  and  hair.  The  little 
birds  had  to  carry  all  these  things  to  the 
nest  in  their  — 

"  A  few  days  after  the  nest  was 
done,  I  looked  inside  and  saw  four 
bluish  white  — 

"  The  little  mother  is  sit- 
ting on  the  nest  now,  keep- 
ing the  eggs  nice  and  warm 


THE   ARMS  69 

so  that  little  birds  will  hatch  out  by  and  by.  After  school  I'll 
show  you  where  her  home  is,  and  every  boy  or  girl  who  thinks 
hard  about  the  rest  of  the  lesson,  and  answers  all  the  questions 
he  or  she  can,  may  carry  some  crumbs  for  father  and  mother 
birds'  supper." 

Why  do  the  birds  carry  the  material  for  their  nests  in  their 
bills  ? 

They  have  no  other  way  to  carry  things. 

Birds  have  no  hands  or  arms. 

If  you  were  going  to  build  a  playhouse  and  had  to  bring 
together  all  the  things  to  make  it,  would  you  carry  them  as 
the  birds  do  ? 

No ;  we  have  arms  to  use. 

Our  lesson  to-day  is  about  the  arms.  Stand  up  and  point  to 
your  arms,  first  to  the  right  arm,  then  to  the  left. 

Fold  your  arms  in  front  and  tell  me  what  we  call  the  place 
where  the  bend  comes.     I'll  write  it  here  on  the  board. 

The  part  of  the  arm  which  we  can  bend  is  called  the  elbow. 

Find  another  place  in  the  arm  which  will  bend,  and  tell  its 
name. 

The  lower  part  of  the  arm  which  we  can  bend  is  called  the 
wrist. 

The  parts  of  our  body  which  we  can  bend  are  called  joints. 

We  must  find  what  our  wrists  and  elbow  joints  are  for. 

Why  were  not  our  arms  made  in  long,  straight  pieces  with- 
out any  joints  ? 

Ask  all  to  hold  their  arms  as  stiff  as  they  can,  then  try  to 
pick  up  something  from  the  floor  and  lay  it  on  their  desks. 
The  effort  to  do  this  will  suggest  the  answer  to  the  question. 

If  our  arms  were  in  long,  straight  pieces,  we  could  not  pick 
up  anything  so  quickly  and  easily  as  now. 

What  is  a  joint  ? 


70 


FIRST   YEAR 


If  necessary,  explain  until  all  know  that  — 

A  joint  is  a  part  of  the  body  which  bends. 

Now  we  must  find  out  about  the  other  parts  of  the  arm 
This  part  between  the  shoulder  and  the  elbow  is  called  the 
upper  arm.  We  have  a  lower  arm,  too,  or  the  forearm.  How 
many  can  find  it  ? 


We  have  learned  now  the  names  of  all  the  different  parts  of 
the  arm.  Tell  me,  in  order,  what  they  are,  beginning  at  the 
shoulder. 

The  parts  of  the  arm  are  the  upper  arm,  elbow,  forearm, 
wrist. 

Exercise  and  Rest 

Teacher :  "  I  saw  Ned  and  Arthur  trying  to  see  who  could 
throw  a  ball  the  higher,  this  afternoon      Which  of  you  did  ?  * 


THE   ARMS  71 

"Neither  of  us  could  throw  it  so  high  as  the  schoolhouse 
roof,"  answered  the  boys,  "  but  we  are  going  to  keep  practicing 
until  we  can.  Burt  Page,  over  at  the  high  school,  can  throw 
it  up  almost  out  of  sight." 

Teacher :  "  What  is  the  reason  you  cannot  throw  the  ball  so 
high  as  Burt  ?  " 

"  We  aren't  so  large  and  strong  as  he  is ;  we  haven't  muscle 
enough  yet,  but  we  shall  have  when  we  are  as  old,"  said  the 
boys. 

Teacher:  "You  said  just  now  that  you  were  going  to  prac- 
tice until  you  could  throw  the  ball  high,  too.  Try  to  think 
what  good  practice  will  do  you,  and  then  tell  the  rest  of  us 
about  it." 

Emphasize  still  more  the  fact  that  exercise  of  different  kinds 
is  needed  to  develop  the  muscles  of  the  arm,  by  writing  on  the 
board  the  following  incomplete  sentence,  and  letting  the  chil- 
dren think  of  games  and  modes  of  exercise  for  the  arms  to  fill 
in  the  blank  space :  — 

If  I  want  my  arm  to  grow  large  and  strong  I  can  — 

Teacher:  "I'll  write  what  you  give  me  in  two  columns, and 
we'll  call  one  '  Work  for  the  Arms,'  and  the  other  '  Play  for 
the  Arms.'  " 

Work  for  the  Arms  Play  for  the  Arms 

Fill  the  woodbox.  Koll  the  hoop. 

Set  the  table.  Climb  trees. 

Carry  packages.  Jump  rope. 

Practice  on  the  piano.  Play  croquet. 

Write  a  letter.  Swim. 

Put  the  room  in  order.  Play  ball. 

All  such  work  and  play  will  give  you  good  stout  arms  if  you 
do  not  try  to  do  too  much  of  either  at  once.  When  you  have 
given  them  plenty  of  exercise,  how  do  your  arms  feel  ? 

"Mine  feel  tired  sometimes  when  I  go  to  bed,"  some  little 
mischief-maker  may  reply. 


72  FIRST   YEAR 

Of  course  they  do,  and  then  they  must  have  a  chance  to  rest:  — 

Our  two  arms  need  plenty  of  both  exercise  and  rest  to  make 
them  strong  and  help  them  grow  as  they  ought. 

If  we  do  not  give  them  enough  to  do,  or  if  we  wear  our 
clothing  so  tight  that  we  have  not  room  to  grow,  our  arms  will 
be  small  and  weak. 

The  Boy  who  broke  his  Arm 

There  was  once  a  little  boy  named  George,  who  fell  from  a 
ladder  and  broke  his  arm.  It  had  to  be  kept  bandaged  tightly 
for  several  weeks  to  give  the  bones  a  chance  to  grow  together. 

When  it  was  quite  well  again  George  found  he  could  not 
play  ball  so  well  as  before.  His  arm  felt  very  weak  and  soft ; 
it  was  not  so  large  as  the  other.     What  do  you  think  he  did  ? 

Yes;  as  it  grew  strong  he  gave  it  plenty  of  exercise  as 
the  doctor  advised.  He  ate  enough  good  food,  which  makes 
healthy  blood.  Then  he  wore  loose  clothing,  and  his  mother 
had  him  go  to  bed  early  every  night  to  get  plenty  of  rest. 

You  will  be  glad  to  learn  that  his  broken  arm  was  soon  as 
large  and  strong  as  the  other. 

Suppose  George  had  begun  to  smoke  cigarettes  or  drink  any 
liquor  which  had  alcohol  in  it.  Do  you  think  that  would  have 
helped  his  arm  to  get  well  quickly  ? 

How  many  think  he  was  right  to  let  these  things  alone  ? 

MEMORY  POINTS 

The  parts  of  our  arms  are  the  upper  arm,  elbow,  forearm,  wrist. 
We  have  joints  in  our  arms  so  that  we  can  bend  them. 
Work  and  play  make  our  arms  grow. 
When  our  arms  are  tired  we  must  give  them  rest. 
Tight  sleeves  are  bad  for  the  arms  and  keep  them  from  growing. 
We  must  not  use  tobacco  or  alcohol  if  we  want  to  have  strong 
bodies  and  be  able  to  do  good  work. 


THE   HANDS 


73 


CLAP,  CLAP,  HURRAH. 


i 


Lively. 


Words  and  Music  by  W.  H.  Walker. 


St 


^P^^fpp^i 


I         I 

Hold  the  right    hand    up,    hold  the   left     hand     up ;  Whirl  the 

To     the  east  -  ward  point,    to     the  west  -  ward  point ;  Fold  your 

Here  we  all      stand    up    clap-ping  mer  -  ri     -    ly;     Let   the 

Let     us  seat  -  ed         be,     and  our  arms   fold      up,   Then   a  - 

Now  we  rise      a    -   gain,  and  our  hands  stretch  up,    Back  and 

1 


imi^i^^=Njii 


t 


i    i 

fin  -  gers  brisk-ly,     clap,  clap,  clap ;  See  the  black-smith  strike  while  the 
arms  be  -  hind  you,  heads  up  -  right ;  See  the  drum-mer  drum  on   his 
arms  ex  -  tenda  clap  once    a -gain;6  See  the  saw-  er      sawc  at   the 
gain  clap  merri-ly,     merri-ly     oh  1    See  the  schoolgirl   wash-ing  her 

for  -  ward  quickly  the  el-bows  draw;dSee  the  schoolboy  driv  -  ing  his 


$^^m^mm^i 


iron  is  hot ;  Lit -tie  boy  wake  up  from  your  drow  -  sy  nap  1 
big  bass  drum ;  Let  us  step  to  -  geth  -  er —  left  foot,  right 
big    wood  -  pile ;  How  it  makes  the  blood   move  through  each  vein  I 

hands  and    face,  For  to  school  all   clean    she        loves    to      go. 

hoop     a   -  long, — ha,  ha,  ha,     ha,     ha ! —  Hur  -    rah  I    Hur  -  rah  lc 

a.— Horizontally,  to  the  left  and  right. 

b—  Keep  the  arms  perfectly  straight,  and  swing  them  upwards  till  they  meet  over 

the  head. 
c— Bend  the  body  over  slightly,  then  move  the  hands  and  arms  with  great  force 

in    imitation    of   the  wood-sawer.      This    movement  expands    the   chest 

admirably. 
d. — Stand  perfectly  erect,  shut  the  hands,  and  throw  the  elbows  back  suddenly  as 

far  as  you  can,  then  forward,  till  the  arms  are  straight. 
e. — Swing  the  right  hand  in  the  usual  way. 
N.  B.— As  soon  as  the  Hurrah  is  over,  give  the  Triple  Applause:  i.e.,  all  clap 

briskly,  then  stop;  clap  again  briskly,  then  stop;  clapsonce  more  briskly, 

then  stop.    The  teacher  can  hold  up  one  hand  as  a  signal  for  stopping. 

Music  used  by  permission  of  Oliver  Ditson  Company,  owners  of  the  copyright. 


74  FIRST  YEAR 

EMINENT  AUTHORITIES  FOR  THE  TEACHER 
Exercise  aids  Growth 

Proper  exercise  tends  in  every  way  to  increase  nutrition, 
and  to  a  greater  growth,  while  over  exercise  tends  in  the  oppo- 
site direction.  —  Journal  of  the  American  Medical  Association. 

Narcotics  are  opposed  to  Health 

He  who  desires  the  supreme  vigor  of  health  can  have  no 
use  for  alcohol,  tea,  coffee,  or  tobacco. 

—  Charles  H.  Shepard,  M.D. 

Alcohol  gives  no  Strength 

Alcohol  increases  muscular  fatigue  and  lessens  power  of 
endurance.  —  T.  D.  Crothers,  M.D. 

I  found  that  alcohol  weakens  the  muscular  contraction  and 
lessens  the  time  during  which  the  contracting'  can  remain 
active.  — Sir  B.  W.  Richardson,  M.D.,  LL.D.,  F.R.S. 

Total  abstinence  from  alcohol  and  tobacco  is  required  from 
all  competitors  while  in  training  for  athletic  games  and  races. 
—  H.  Newell  Martin,  M.D.,  F.R.S. 


THE   HANDS 

"  Beautiful  hands  are  those  that  do 
Work  that  is  earnest,  brave,  and  true, 
Moment  by  moment,  the  whole  day  through." 

LESSON  16.  — PARTS  OF  THE  HAND 

Pass  paper,  pencil,  and  scissors  to  each  pupil.  Have  the 
children  place  one  hand  flat  upon  the  paper,  tracing  its  outline 
with  their  lead  pencils.  Ask  all  who  can  to  write  the  names 
of  the  fingers  in  their  proper  places. 


THE   HANDS  •  75 

When  they  have  finished  drawing,  allow  them  to  cut  out  the 
paper  hand  so  that  the  shape  will  be  as  nearly  like  the  original 
as  possible. 

Ask  the  children  to  put  their  hands  on  the  desks  beside  the 
paper  hands.     Name  a  difference  between  them. 

"  My  hand  is  thick,  the  paper  hand  is  flat." 

"  My  fingers  have  nails." 

"  The  paper  hand  cannot  move  itself." 

Teacher :  "  What  is  there  in  your  hand  which  makes  it 
thick  ?  " 

"  There  are  bones  and  flesh  in  my  hand." 

Draw  a  large  hand  horizontally  on  the  blackboard  and  write 
the  names  of  the  fingers  in  their  places  on  the  drawing,  or 
sketch  faces  on  the  nails  in  the  picture,  and  name  the  little 
men,  as  the  fingers  are  often  called  in  children's  songs. 

This  will  be  of  service  when  the  care  and  training  of  the 
hands  are  considered.  If  the  child  feels  that  his  fingers  are 
his  servants  and  that  he  is  responsible  for  their  appearance 
and  ability  to  do  certain  work,  he*  may  be  more  careful,  both 
in  keeping  them  clean  and  in  the  manner  of  doing  work 
assigned  to  him. 

After  teaching  the  names  of  the  fingers,  return  to  the  real 
hands  upon  the  desks. 

Count  the  bones  in  your  fingers  and  thumbs.  Why  do  we 
need  so  many?  You  may  pick  up  your  pencils,  watching 
your  fingers  as  you  do  so.  John  may  come  here.  Play  that 
you  have  but  one  long  bone  in  each  finger,  and  that  you  have 
no  knuckles  ;  then  pick  up  this  ball. 

John  soon  discovers  that  he  must  take  both  hands.  By  a 
few  such  experiments  the  children  will  observe  that  we  need 
many  little  bones  with  joints  to  help  us  grasp  objects,  and  to' 
enable  us  to  do  fine  work. 

Ask  all  to  lay  their  hands  flat  on  the  desk,  palms  upward, 
and  touch  each  part  as  you  give  the  name.     Then  let  them 


76  FIRST  YEAR 

turn  the  backs  of  their  hands  up  and  repeat  the  process. 
Have  the  names  of  all  the  parts  of  the  hand  written  as  a 
spelling  lesson,  —  back,  palm,  fingers,  tips,  thumb,  ball,  joints, 
nails. 

Bring  a  pet  cat  into  the  class  and  ask  them  to  find  what 
parts  of  the  kitty  correspond  to  our  hands.  How  many  toes 
has  she  on  her  fore  feet?  on  her  hind  feet?  How  do  her 
nails  differ  from  ours  ?  What  can  the  cat  do  with  her  paws 
which  we  cannot  do  with  our  fingers  ?  What  can  we  do  which 
she  cannot  ?  How  is  the  covering  of  her  fore  paws  unlike 
that  on  our  hands  ?  How  many  joints  have  the  fore  paws  of  a 
cat  ?  How  many  in  our  hands  ?  Why  do  we  need  so  many 
joints  ?  How  are  our  hands  joined  to  our  arms  ?  How  many 
ways  can  we  move  our  hands  ?  our  fingers  ?  Ask  the  chil- 
dren to  notice  all  the  animals  they  see  and  find  which  ones 
have  fore  limbs  like  the  cat.  What  do  cows  have  instead  of 
hands  ?  instead  of  fingers  ? 

Put  on  the  board  the  picture  of  a  fish.  Let  the  children 
point  out  its  fore  limbs  anct  show  how  these  are  unlike  their 
own.  What  do  we  call  the  fore  limbs  of  a  fish  ?  What  are 
they  used  for  ? 

Study  the  wings  of  a  bird  in  the  same  way.  What  can  the 
canary  do  with  its  wings  which  we  cannot  with  our  hands  ? 
What  can  we  do  with  our  hands  which  birds  and  fish  cannot 
do  with  their  fore  limbs  ? 

Review  by  describing  the  fore  limbs  of  well-known  animals 
and  letting  the  children  guess  the  names.  Test  their  powers 
of  observation  also  by  putting  drawings  of  the  same  on  the 
board  and  asking  them  to  write  the  correct  name  under 
each. 

Have  the  class  count  the  bones  in  each  finger ;  in  the  thumb ; 
in  the  hand.     How  many  in  all  ? 

Call  attention  to  the  way  the  thumb  is  placed  in  the  hand. 
Why  is  it  not  \n  line  with  the  fingers  ?     How  does  it  help  in 


THE   HANDS  77 

picking  up  objects  or  holding  them  ?  How  are  the  fingers 
tipped  on  the  back  ?     How  do  the  nails  help  ? 

Ask  the  children  to  name  all  the  things  they  can  think  of 
which  could  not  be  made  if  we  had  no  hands.  Then  turn  to 
the  subject  of  the  protection  of  the  fingers  and  hands. 

Teacher :  "  Did  any  of  you  boys  ever  pound  your  finger- 
nail ?     Fred  may  tell  us  what  happened." 

"  The  nail  turned  black  and  came  oif." 

"  My  finger  hurt  every  time  I  hit  it  against  anything  until 
the  new  nail  grew." 

Of  what  use  are  the  finger-nails  ? 

The  nails  make  the  fingers  look  prettier  and  keep  them  from 
being  easily  hurt.  They  help  us  to  pick  up  small  things  such 
as  pins. 

LESSON  17.  — CARE  OF   THE  HANDS 

Read  to  the  children  the  first  stanza  of  Longfellow's  Vil- 
lage Blacksmith.  Why  did  the  smith  need  "  large  and  sinewy 
hands  "  ?  How  did  they  come  to  be  so  strong  ?  What  other 
people  need  powerful  hands  ?  Tell  the  class  the  story  of  the 
emperor  who  used  to  bend  a  gold  coin  double  in  his  fingers 
and  leave  it  at  the  door  instead  of  a  card  when  he  made  a  call, 
the  only  man  in  Europe  strong  enough  for  such  a  feat.  The 
hands  of  the  strongest  men  were  soft  and  delicate  in  child- 
hood, but  they  grew  strong  and  large  because  they  were  given 
a  great  deal  of  exercise.     How  can  we  get  strong  hands  ? 

Wxhat  kind  of  hands  must  a  watchmaker  have  ?  a  pianist  ? 
a  nurse  ?  What  people  need  clean  hands  ?  What  can  we  do 
to  our  hands  to  keep  them  soft  and  flexible  and  able  to  do  fine 
work.     What  hands  do  we  like  best  ? 

Freddy  in  No-Hand  Land 

Freddy  didn't  like  to  have  his  hands  washed.  His  finger- 
nails were  often  dirty,  too,  so  that  his  mamma  was  ashamed 


78 


FIRST  YEAR 


to  have  him  come  to  the  table.  Freddy  would  play  all  day 
and  all  the  next  day  without  ever  having  clean  hands  if  his 
mother  did  not  take  him  into  her  room  and  wash  them  herself. 

One  day  this  little  boy  was  very  cross,  and  when  it  came 
time  for  his  hands  to  be  washed  he  became  angry  and  ran  out- 
of-doors  and  into  the  barn. 

"  I  wish  I  hadn't  any  hands,"  he  exclaimed,  as  he  threw  him- 


self down  on  the  soft  haymow;  "then  they  wouldn't  have  to 
be  washed." 

In  a  few  minutes  a  little  man  came  up  close  to  him. 

"You  are  in  my  country  now,"  said  the  queer  little  man, 
''and,  first  of  all,  I  must  take  off  your  hands." 

"  What  do  you  mean  ?  "  exclaimed  Freddy,  surprised  and 
frightened. 

"  Don't  you  see  you  are  in  *  No-Hand  Land/  where  all  the 
people  live  who  wish  they  had  no  hands?  Some  people 
come  here  because  they  do  not  want  to  work,  but,"  he  contin- 


THE   HANDS  79 

ued,  glancing  at  Freddy's  hands,  "I  see  that  you  came  to 
escape  being  washed.  Well,  you  won't  be  bothered  any  more, 
for  you  will  have  no  hands  to  wash." 

Freddy  felt  helpless,  for  the  little  man  was  very  strong. 
He  had  said  that  he  wished  he  had  no  hands,  and  he  wouldn't 
be  a  coward  now,  so  he  shut  his  teeth  very  tight  and  winked 
hard  to  keep  back  the  tears  while  the  little  man  unfastened  his 
hands  and  took  them  off.  Then  the  little  man  laughed,  and 
told  Freddy  that  he  would  find  some  other  children  over  the 
hedge  in  the  field  and  that  he  might  go  and  play  with  them. 

Freddy  went,  but  it  was  a  very  sorry  little  group  of  children 
that  he  found.  Play  —  what  could  children  play  without 
hands  ?  There  was  no  use  in  thinking  of  ball,  marbles,  or 
shinney.  Even  pullaway  and  tag  could  not  be  played  there, 
for  how  could  any  one  be  caught  if  the  catcher  had  no  hands  ? 

A  bell  rang,  calling  the  children  to  dinner. 

Freddy  was  very  hungry,  but  he  could  not  see  how  he  could 
get  anything  to  eat  without  hands,  and  when  nobody  else  had 
any  hands  to  help  him.  He  lay  down  on  the  ground  and 
cried  loudly.  He  was  very  sorry  for  the  foolish  wish  he  had 
made  in  the  barn.  Soon  the  bell  rang  again,  louder  this  time, 
and  some  one  was  shouting,  "  Freddy." 

Freddy  opened  his  eyes.  The  rafters  of  the  barn  were  over 
his  head,  the  soft  hay  was  under  him.  It  was  his  father's 
voice  calling  his  name.  The  queer  little  man  was  no  longer 
in  sight. 

At  first  Freddy  was  almost  afraid  to  look  at  his  hands,  lest 
he  should  find  them  missing,  but  finally  he  pulled  them  both 
from  under  his  head  and  looked  at  them.  It  had  all  been  a 
dream,  but  it  seemed  to  him  they  had  never  looked  so  dirty 
and  neglected  before. 

He  swung  from  a  beam  down  to  the  barn  floor  and  scam- 
pered into  the  house.  He  was  very  hungry,  and  his  father 
and  mother  had  been  waiting  for  him,  but  before  he  sat  down 


80  FIRST  YEAR 

to  the  table  he  went  to  his  mother's  room  and  washed  his 
hands  and  carefully  brushed  his  nails.  He  did  the  same 
thing  at  supper  time.  His  mamma  wondered,  but  said 
nothing. 

That  night,  after  she  had  put  him  to  bed,  Freddy  told 
his  mamma  about  the  queer  little  man  and  his  visit  to  "No- 
Hand  Land,"  and  how  his  wish  that  he  had  no  hands  was 
fulfilled. 

"  I  mean  to  keep  my  fingers  clean  after  this,"  he  said ; 
"but  if  I  ever  forget,  you  just  say  ' No-Hand  Land,'  and 
I'll  remember  at  once." 

MEMORY  POINTS 

TJie  parts  of  the  hand  are  the  back,  palm,  fingers,  tips,  thumb, 
ball,  joints,  nails. 

The  joints  help  us  to  bend  our  hands  and  fingers. 

TJie  nails  help  us  to  pick  up  things.  They  protect  the  ends  of 
the  fingers. 

We  can  have  strong,  skillful  hands  if  we  use  them  rightly  when 
we  are  young. 

The  hands  should  be  kept  clean. 

EMINENT  AUTHORITIES  FOR  THE  TEACHER 

Naturalists  tell  us  the  hand  of  man  is  one  cause  of  his  great- 
ness, and  that  the  secret  lies  in  the  opposable  thumb,  which 
makes  it  possible  for  him  to  grasp  objects  as  the  lower  animals 
cannot.  —  Joseph  Cook,  LL.D. 

Simple  nourishment,  good  fresh  air  and  plenty  of  it,  are 
the  two  essentials  of  human  life,  and  they  should  never  be 
lost  sight  of.— N.  S.  Davis,  M.D.,  LL.D.,  F.R.S. 

A  shaky  hand  may  be  developed  by  irregular  modes  of  liv- 
ing, by  the  moderate  use  of  alcohol,  and  by  smoking.  —  T.  D. 
Crothers,  M.D. 


GRAINS  81 


GRAINS 
LESSON  18.  — RIGHT  USE  OF   GRAINS 

Material  for  the  Lesson.  —  Wheat,  oats,  rye,  barley, 
corn,  and  rice  in  small  boxes  or  bottles,  an  ear  of  corn,  stalks 
of  wheat,  oats,  and  other  grains ;  pictures  of  the  different  grains 
growing,  of  mills  where  the  grains  are  prepared,  of  bakeries, 
or  of  a  home  kitchen. 

Begin  this  lesson  by  telling  the  children  about  the  — 

Field  of  Gold 

Little  Helen  took  a  journey  with  her  parents  one  summer. 
They  traveled  westward  from  Boston  until  they  came  to  Wis- 
consin, where  Aunt  Jean  lived. 

I  wish  you  could  have  seen  the  Happy  Valley,  Aunt  Jean's 
home.  The  green  fields  were  full  of  lovely  flowers;  a  little 
river  ran  along  over  the  yellow  sands,  laughing  softly  to 
itself;  there  were  groves  of  forest  trees  with  great  bowers 
of  fern  underneath,  and  all  about  the  valley  were  beautiful 
hills.      Do  you  not  think  Aunt  Jean's  home  was  well  named  ? 

On  some  of  these  hills  the  sheep  grazed,  up  others  forest 
trees  climbed.  There  was  one  great  hill  opposite  the  house 
that  seemed  to  Helen  the  most  wonderful  thing  she  had  ever 
seen. 

"Oh,  mother,"  she  cried,  "it  is  all  gold.  It  moves;  is  it 
alive  ?  " 

"  It  is  a  field  of  wheat,  my  dear,"  replied  Mrs.  Lyon.  u  It 
is  nearly  ripe.     To-morrow  we  will  go  to  see  it." 

The  next  day  Mrs.  Lyon  and  Helen  walked  over  to  the 
wheat  field. 

"Why,  it's  something  like  grass,"  said  the  little  girl,  when 
they  drew  near. 

OB.     LESS.     IX    HY.  6 


82 


FIRST  YEAR 


"  It  is  a  kind  of  grass,"  replied  the  mother. 

She  broke  a  stalk,  and  they  sat  down  under  a  tree  to 
examine  it. 

She  showed  Helen  the  little  hard  grains,  each  with  its  husk 
coat,  and  then  told  her  that  when  these  grains  are  crushed 
flour  is  made  from  them  —  flour  that  we  use  for  our  daily  bread. 

One  day  when  they  were  out  driving  Helen  saw  another  field. 


"There's   some 
instead  of  gold." 


more  wheat,"  she  cried,  "only  it's  green 


\ 

'        s  « 

'Mi'- 

. 

Wg  A^5P"  '^w 

:  ! 

. 

H 

!4im 

"That  is  rye,"  said  her  mother,  "another  kind  of  grass  full 
of  seeds  out  of  which  we  make  flour." 

"Oh,  I'd  like  some  rye  bread,"  said  Helen;  "How  does  it 
taste  ?  " 

That  night  Helen  went  with  John  the  farmer  to  drive  in  the 
cows.  She  stopped  at  his  cottage,' and  had  some  rye  bread  and 
fresh  milk  for  her  supper.  It  tasted  so  good  —  better  than 
cake  or  pie,  she  thought. 

When  she  returned  home  she  was  never  weary  of  saying,  "I 
saw  a  field  of  gold  when  I  was  in  Wisconsin.  It  was  ripe, 
golden  grain  climbing  up  a  hill  toward  the  sky."     When  any- 


GRAINS  83 

thing  was  said  about  good  things  to  eat,  Helen  would  shake 
her  curly  head  wisely,  and  say,  "  You  never  have  driven  the 
cows  home,  and  had  rye  bread  and  warm  milk  for  your  supper 
in  the  farmer's  cottage." 

Teacher:  "How  many  of  you  have  ever  seen  wheat  grow- 
ing?" 

In  many  sections  of  the  country  the  children  will  be  familiar 
with  fields  of  grain.  If  such  is  the  case  in  your  school,  ask 
the  pupils  to  describe  a  wheat  field,  the  harvesting  and  thresh- 
ing. If  not,  show  them  pictures  of  these  scenes  and  specimens 
of  the  dried  grains  in  the  ear  and  out  of  it. 

Teacher  (holding  up  a  vial  of  oats)  :  "  Here  are  some  seeds 
that  are  very  useful.  Old  Tom  out  in  .the  stall  is  just  as  fond 
of  them  as  some  little  people  I  know." 

Percy :   "  Why,  those  are  oats  —  we  don't  eat  oats." 

Mabel:   " But  we  eat  oatmeal ;  I  do  every  morning." 

Douglas :  "  My  grandma  lived  in  Scotland  when  she  was  a 
little  girl,  and  all  the  bread  she  had,  except  at  Christmas,  was 
oat  cakes,  scones  she  called  them." 

Teacher :  "  Our  kind  Father  in  heaven  gives  every  country 
seeds  of  some  kind,  that  they  may  be  ground  into  flour  to  make 
bread.  In  this  country  we  have  several  kinds.  Tell  me  the 
name  of  each  as  I  show  it  to  you.  What  do  we  make  from  the 
wheat  stalk  ?  the  rye  ?  oats  ?  " 

Develop  the  idea  that  all  these  grains  are  food-producing, 
and  that  bread  is  the  result.  This  statement  is  then  written 
on  the  board :  — 

wheat 


Grains 


rye 

I  oats 


They  give  us  food.     We  make  bread  from  tKem. 

Teacher:   "We  have  still  other  kinds  of  grain.      What  is 


this? 


84  FIRST  YEAR 

Inez :    "  That  is  corn.     I  like  to  pop  corn." 

Herbert:  "I  like  jolmnycake.  My  grandma  makes  it  for 
me." 

Teacher :  "  Here  is  another  kind  of  grain.  Does  any  one 
know  it  ?  I  like  it  very  much  in  soups.  It  is  barley.  This 
kind  my  mother  always  called  pearl-barley,  because  the  grains 
when  cooked  were  as  white  and  shining  and  just  the  shape  of 
pearls. 

"  Here  is  a  picture  I  want  to  show  you.  It  is  the  picture  of 
a  rice  field. 

"  Do  you  see  those  men  working  halfway  up  to  their  knees 
in  mud  and  water?  They  are  cultivating  rice.  Katherine, 
find  the  rice  in  our  specimens.  In  some  hot  countries  across 
the  sea,  millions  of  people  live  on  little  else  but  rice. 

"  Let  us  add  corn  and  rice  to  our  list ;  then  we  have  the  chief 
grains,  those  that  feed  the  greatest  number  of  people.  As  I 
name  each  I  want  some  child  to  come  and  hold  up  what  I 
name  :  Wheat,  rye,  oats,  barley,  corn,  rice." 

LESSON  19. —WRONG   USE   OF   GRAINS 

Ask  the  children  what  they  like  best  to  eat.  What  would 
you  choose  if  you  could  have  but  one  thing  to  eat  ? 

Talk  with  them  until  they  see  that  bread  from  the  various 
grains  is  really  the  "  staff  of  life  "  and  does  most  to  build  up 
and  nourish  the  body.     But  this  noble  gift  may  be  perverted. 

Two  Heads  of  Rye 

Near  Jenny's  home  was  a  pretty  field  of  rye.  Jenny  liked 
to  watch  it  from  the  moment  the  first  blades  peeped  from  the 
soil  until  the  heads  were  bending  down  heavy  with  the  ripe 
grains  within.  In  the  midst  of  the  field  were  two  little  heads 
that  liked  to  play  together.  As  the  breeze  rocked  them  they 
would  cross  their  stems  and  whisper  all  about  the  sunshine,  or 


GRAINS  85 

the  blue  sky,  or  the  birds  flying  over  that  almost  touched  them. 
One  day  they  saw  Jenny  running  through  the  field,  and  after 
that  they  could  talk  of  nothing  else,  think  of  nothing  else  but 
the  little  girl. 

"  What  blue  eyes  she  has  !  "  said  one  head. 

"  What  golden  hair  !  "  said  the  other. 

"Her  step  is  almost  as  light  as  the  wind,"  said  the  first 
head. 

"  I  wish  she  would  stay  by  us  always,"  sighed  the  second. 

Harvest  time  came  and  the  rye  was  gathered  in.  Now  I 
have  something  to  say  that  makes  me  very  sad.  With  winter 
a  great  trouble  visited  Jenny's  home.  Her  mother's  cheeks 
grew  pale  and  her  eyes  dim  with  weeping.  Little  Jenny  lost 
her  bright  color  and  plump  cheeks.  The  father  whom  they 
had  loved  so  much  was  now  seldom  at  home,  and  when  he  did 
return  to  his  wife  and  little  one  there  was  more  fear  than  joy 
in  their  hearts. 

During  the  summer  Jenny  used  to  look  at  the  waving  fields 

and  sing :  — 

11  By  and  by,  pretty  rye, 
Bread  you'll  give  to  Jenny." 

Now  the  rye  had  gone,  but  it  made  no  bread  for  the  dear 
little  girl.  At  last  a  night  came  when  there  was  nothing  to 
eat  in  the  house  —  not  even  a  fragment  of  cold  oat  or  rye  cake. 
Jenny  and  her  mother  went  hungry  to  bed  but  not  to  sleep. 
Pretty  soon  they  heard  some  one  coming  up  the  path  shouting 
and  singing.  Jenny  began  to  cry,  for  she  knew  what  it  meant. 
Her  mother  jumped  up  and,  seizing  the  blanket,  ran  up  the 
ladder  into  the  little  attic  with  Jenny.  There  they  lay  cold 
and  trembling  until  the  morning  dawned.     Poor  little  Jenny. 

The  rye  had  been  made  into  a  bad  drink  which  her  father 
had  learned  to  like.  That  is  why  Jenny  was  cold  and  hungry 
and  afraid. 

In  similar  ways  show  the  children  that  barley  is  made  into 


86  FIRST  YEAR 

beerj  and  that  various  drinks  are  'prepared  from  other  grains. 
Show  that  what  God  meant  for  food  is  thus  turned  into  a 
poison. 

Why  Beer,  Rum,  and  Whisky  are  Bad 

Teacher:  "Why  was  Jenny  afraid  of  her  father?  I  will 
tell  you.  He  had  been  drinking.  When  he  was  in  this  condi- 
tion he  would  be  very  cross,  perhaps  strike  her,  and  she  and 
her  mother  always  tried  to  keep  out  of  his  way.  Poor  little 
Jenny.  Do  you  not  suppose  she  hated  the  poison  that  changed 
her  dear  father  into  a  cross,  angry  man  ?  " 

Strong  drink  makes  us  cross  and  angry. 
Sometimes  it  makes  people  hurt  others. 

Teacher :  "  One  day  Jenny  came  to  school  barefooted.  Her 
father  had  carried  away  her  shoes  to  sell  for  liquor.  He  used 
to  love  his  little  girl,  but  alcohol  had  so  changed  him  that  he 
no  longer  cared  for  her." 

Do  you  not  think  we  ought  to  keep  far  away  from  a  poison 
that  does  so  much  harm  ?  Is  it  safe  to  drink  just  a  little  ? 
When  we  are  sliding  down  hill  is  it  easy  to  stop  after  we  get 
started? 

What  is  the  safest  way  ? 

What  made  Olga  Sleepy 

Olga  was  a  very  little  girl  who  had  just  begun  going  to 
school.  She  had  a  round  pink  face  that  was  always  shining 
with  pleasure,  bright  blue  eyes,  and  flaxen  hair  braided  in  two 
little  tails  and  tied  with  pink  ribbon. 

Olga  liked  everything  in  school  and  tried  heartily  to  follow 
her  teacher's  directions.  Whenever  a  song  was  sung  or  a  game 
played,  Olga's  little  face  was  like  a  sunbeam.  At  first  she 
learned  the  new  words  quickly,  and  her  number  lesson  was  no 
trouble  to  her  as  it  is  to  some  children. 


GRAINS  87 

But  after  a  few  weeks  one  thing  puzzled  Miss  Angier. 
Every  afternoon  Olga  seemed  sleepy.  She  yawned  over  her 
primer  and  nodded  in  the  writing  exercise,  and  her  lessons 
were  not  learned  so  easily  as  before.  Every  day  before  three 
o'clock  the  little  head  would  be  on  her  desk,  and  when  recess 
came  some  child  would  say,  "  Olga's  asleep  again." 

Miss  Angier  did  not  know  what  to  do.  She  found  out  that 
her  little  pupil  went  to  bed  early  and  slept  well  during  the 
night.  What  could  be  the  trouble  ?  At  last  a  thought  came 
to  her.     "  Olga,  dear,"  she  asked,  "  what  do  you  eat  at  noon  ?  " 

"  Bread  and  beer,"  replied  Olga.  "  We  have  our  dinner  at 
night  when  father  gets  home,  since  he  works  in  the  mill." 

"Ah,"  thought  the  teacher,  "I  think  I  know  what  makes 
Olga  sleepy,  and  why  it  takes  her  so  long  to  get  her  lessons." 

She  wrote  a  note  to  the  child's  mother  and  said :  — 

"Dear  Mrs.  Grimm:  Our  little  Olga  seems  very  sleepy 
every  afternoon  and  cannot  do  her  work.  I  should  be  very 
glad  if  you  would  not  give  her  beer  at  noon,  for  I  think  that 
is  the  trouble.  Very  truly, 

"Alice  Angier." 

This  answer  came  back :  — 

"  Dear  Teacher  :  WTe  will  try  to  go  without  the  beer.  You 
so  good  to  my  child.         Yours  truly, 

"Christina  Grimm." 

So  Olga  had  fruit  with  her  bread  at  noon,  and  Miss  Angier 
was  pleased  to  see  that  she  went  to  sleep  no  more,  but  was  as 
wide-awake  as  any  one. 

Teacher :  "  Tell  one  reason  why  beer  is  bad  for  us." 

Hugh :  "  It  makes  us  sleepy." 

Teacher:  "There  is  something  in  beer  which  makes  people 
sleepy  when  they  ought  to  be  awake.     WThat  is  it  ?  " 

Class :  "  It  is  alcohol." 


88  FIRST   YEAR 

Teacher:  "Name  some  of  the  other  ways  in  which  beer, 
drinking  may  hurt  the  body  and  the  health." 

Beer  makes  the  body  less  able  to  endure  the  cold. 
It  makes  people  less  able  to  work. 

When  we  take  food,  something  very  different  happens. 

Food  is  carried  in  the  blood  to  all  parts  of  our  bodies. 

It  builds  up  every  part  and  makes  it  strong. 

It  helps  to  keep  us  warm  in  winter. 

It  makes  us  able  to  work  and  play. 

Substances  which  interfere  with  the  growth  of  the  body,  and 
which  tend  to  make  it  weak,  are  not  good  foods. 

This  is  the  reason  why  we  should  not  drink  beer  or  any 
other  strong  drink. 

All  such  drinks  contain  more  or  less  alcohol,  and  alcohol  is  a 
poison. 

MEMORY   POINTS 

Wheat,  rye,  oats,  com,  barley,  and  rice  are  good  to  eat.  They 
are  food-producing  grains. 

Some  of  them  are  found  in  every  country. 

Tliey  nourish  the  body  and  help  to  7nake  it  grow. 

The  right  use  of  these  grains  is  to  make  them  into  food  for 
■people  and  animals. 

Sometimes  these  grains  are  made  instead  into  beer  and  other 
bad  drinks. 

This  is  a  wrong  use  to  make  of  grains. 

Beer  makes  people  sleepy  and  stupid. 

Beer  and  other  substances  containing  alcohol,  as  whisky  and 
rum,  make  us  less  able  to  endure  cold, 

They  ivill  keep  us  from  doing  good  work. 

All  these  drinks  hurt  people  instead  of  making  them  grow  or 
giving  them  strength. 

Tliey  all  contain  alcohol. 

Alcohol  is  a  poison. 


THE   TRUNK  89 


EMINENT  AUTHORITIES  FOR  THE  TEACHER 

Of  all  alcoholic  drinks,  the  most  dangerous  is  beer,  because 
no  other  is  taken  in  such  quantities.  —  Gustav  Bunge,  M.D., 
Basel. 

Most  drunkards  commence  on  beer  and  wine,  and  finally 
drink  stronger  beverages  A  beer  drunk  is  the  worst  kind  of 
a  drunk.  —  L.  D.  Mason,  M.D. 

Alcohol,  not  in  strong  liquors  alone,  but  in  the  diluted  kinds, 
as  beer  and  wine,  is  a  poison.  —  August  Forel,  M.D.,  Zurich. 


THE   TRUNK 
LESSON  20. —UPPER  PARTS   OF   THE   TRUNK 

How  many  can  think  of  a  part  of  the  body  which  we  have 
talked  about  before  ?  Each  may  name  the  part  he  is  thinking 
of  j  what  parts  have  we  not  yet  studied  ?  What  do  we  call 
the  middle  part  of  our  bodies  ? 

Name  something  else  which  has  a  trunk. 

Teacher:  " To-day  we  are  to  learn  all  we  can  about  this  part 
of  the  body.  Guy,  will  you  stand  before  the  class  and  help 
me  ?  You  may  put  your  hands  on  your  head.  Put  them  on 
the  part  just  below.     What  is  the  name  of  that  part  ?" 

The  neck. 

Teacher:  "Clasp  your  fingers  about  your  own  necks.  Tell 
me  one  reason  why  we  need  to  have  necks." 

They  fasten  the  head  and  trunk  together. 

Teacher:  "What  is  the  shape  of  the  neck?  It  is  like  one 
of  the  blocks  we  draw.  Who  can  find  another  part  of  the 
body  shaped  something  like  a  cylinder  ? 

"Yes,  the  arm,  the  leg,  the  trunk.  Who  can  draw  the  trunk 
and  join  it  to  the  neck  ? 


90  FIRST  YEAR 

"Every  one  may  rise  and  place  his  hands  on  the  upper  part 
of  his  trunk  just  below  the  neck.  This  upper  part  is  called 
the  chest.     How  may  we  know  what  the  chest  is  for  ?  " 

Helen :  "  We  have  a  chest  in  our  attic.  My  mother  keeps 
pieces  of  cloth  in  it." 

Teacher:  "The  chests  in  our  bodies  are  made  to  hold  some- 
thing too.  Put  your  hands  on  the  upper  part  of  the  chest. 
Now  take  a  long  breath.     What  do  you  feel  ?  " 

Albert:  "I  feel  something  swell  out." 

Teacher:  "What  you  feel  is  the  lungs.  They  are  what  we 
breathe  with.  Put  your  hands  now  on  your  left  sides.  What 
do  you  feel  there  ?  " 

Bessie:  "I  feel  my  heart  beat.  It  ticks  just  like  a 
watch." 

Teacher  :  "  Bessie  is  right.  We  all  can  feel  our  hearts  beat. 
They  never  stop  so  long  as  we  live,  and  they  keep  all  the  rest 
of  our  bodies  going." 

George :  "  Just  like  the  big  engine  in  the  mill  ?  That  keeps 
the  rest  of  the  machinery  going." 

Teacher:  "Yes,  the  heart  is  sometimes  called  an  engine  for 
that  very  reason.  Sometimes,  too,  it  is  called  a  pump.  The 
chest  holds  not  only  the  lungs  and  heart,  but  other  organs 
that  work  for  us  and  keep  us  alive.  You  see  what  an 
important  part  of  the  trunk  it  is." 

The  chest  holds  the  lungs  and  heart,  the  parts  of  the  body 
that  keep  us  alive. 

"  Find  the  part  of  your  bodies  opposite  the  chest.  George, 
feel  Guy's  back  and  tell  me  about  it." 

George :  "  It  feels  hard.  There  are  bones  in  the  middle  and 
some  near  the  top.     It  isn't  soft  and  fat  like  our  chests." 

Teacher :  "  The  row  of  bones  we  feel  in  the  middle  of  the 
back  is  called  the  spine.  Why  do  we  need  a  spine  ?  Tell  me 
something  alive  which  does  not  have  a  backbone.      Which  can 


THE   TRUNK  91 

stand  up  better,  boys  and  girls  with  good  straight  spines,  or  a 
caterpillar  which  has  none  ? 

"  Show  me  the  place  where  the  arm  is  joined  to  the  trunk. 
What  do  we  call  this  ?  " 

Glass :    "  That  is  the  shoulder." 

Teacher :  "  Point  to  the  right  shoulder ;  the  left  shoulder. 
In  what  ways  can  you  move  your  shoulder  ?  " 

I  can  move  mine  up  —  so. 

I  can  put  mine  down. 

I  can  move  mine  up  and  down,  and  forward  and  back. 

Teacher:  "Point  to  your  right  side;  the  left  side.  Who 
can  tell  me  the  upper  parts  of  the  trunk  as  quickly  as  I  write 
them  ?     You  may  each  name  one  part." 

The  upper  parts  of  the  trunk  are  the  chest,  back,  spine, 
right  shoulder,  left  shoulder,  right  side,  left  side. 

The  Care  of  the  Trunk 

Teacher :  "  The  other  day  I  saw  a  poor  little  boy  who 
walked  all  bent  over.     He  had  a  great  hump   on  his  back." 

Esther :  "  I  think  he  was  sick,  or  perhaps  he  had  hurt  his 
back." 

Teacher :  "  Both  were  true.  When  he  was  a  little  baby  his 
mother  let  him  roll  off  the  bed.  He  fell  on  the  floor  against 
a  rocking-chair,  and  lay  there  crying  a  long  time." 

Rose :  "  Why  didn't  his  mother  pick  him  up  ?  Was  she 
asleep  ?  " 

Teacher :  "  Yes  ;  but  something  had  put  her  to  sleep  when 
she  ought  to  have  been  awake.  She  had  been  drinking. 
Now  poor  little  Tim  must  suffer  all  his  life  from  the  fall. 
We  must  be  very  careful  not  to  hurt  the  back,  it  is  such  a 
delicate  part  of  the  body. 

"  When  you  boys  were  playing  the  other  day  I  saw  George 


92  FIRST  YEAR 

hit  Koger  on  the  back  with  a  big  stick.  It  was  only  in  fun  I 
know,  but  you  must  not  do  it." 

It  is  not  safe  to  strike  the  back. 

Teacher :  "  How  many  of  you  boys  want  to  be  humpbacked  ? 
I  notice  that  some  of  you  lean  over  on  your  bicycles  so  far 
that  your  backs  are  all  humped  up.  This  squeezes  your  chests 
and  gives  the  parts  inside  no  room  to  do  their  work.  If  you 
keep  on  riding  in  that  way,  by  and  by  you  will  not  be  able  to 
sit  and  stand  erect  when  you  want  to." 

What  do  we  mean  when  we  say  any  one  is  round- 
shouldered  ?     Let  me  show  you. 

Does  that  look  well  ? 

How  does  my  back  look  ?  Do  you  see  how  it  is  curved  over 
instead  of  being  perfectly  straight  ? 

Chest  high,  chin  down,  and  shoulders  back.  That  is  the 
way  God's  children  are  meant  to  stand. 


LESSON  21.— CARE   OF  THE  TRUNK 
Margery's  Waist 

Margery  was  rather  a  fat  little  girl,  and  was  ashamed  to  be 
so  large,  I  am  sorry  to  say.  She  wanted  all  her  clothes  made 
very  tight  to  give  her  a  slimmer  figure. 

One  day,  when  her  mother  was  very  busy,  she  said :  "  Mar- 
gery, start  for  school  early  to-day,  and  stop  at  Miss  Lake's. 
She  will  fit  a  new  waist  to  you." 

When  Margery  was  ready  to  try  on  the  new  waist  a  great 
temptation  came  to  her.  She  would  try  one  a  size  smaller 
than  usual. 

"  I  think  this  is  too  large,"  she  said  to  Miss  Lake,  as  she 
tried  on  the  first  one. 

"It  is  your  usual  size,"  Miss  Lake  told  her. 


THE   TRUNK 


93 


"I'd  like  to  try  another  size,"   said  foolish   Margery;   so 
Miss  Lake  brought  out  a  smaller  waist. 

"This  is  just  right,"    said  Margery.     "Please  button  my 
dress,  or  I'll  be  late  to  school." 

"I'm  afraid  your  mother  will  not  like  it,"  Miss  Lake  ob- 
jected. 

"  Oh,  yes,  she  will,"  and  Margery  ran  away  to  school,  feeling 
very  proud  —  and  very  uncomfortable.     Some-        <,\  . 
how  she  could  not  study  that  morning.     Her 
new  waist  grew  tighter  and  tighter,  and  all 
she  could  think  about  was  how  it  pinched 
and  hurt  her. 

When  noon  came,  she  ran  home 
crying,  "Take  it  off!  take  it  off! 
my  new  waist  hurts." 

Margery's  mother  unbuttoned  her 
dress,  and  began  to  unfasten  the  new 
waist. 

"Why,  Margery,"  she  said,  "this 
waist  is  too  small.  How  did  Miss 
Lake  happen  to  give  it  to  you  ?  " 

"  I  made  her,"  said  Margery,  hon- 
estly.     "  I  wanted  to  look  small." 

"You  silly  little  girl,"  said  her  mother; 
"  but  I'll  not  scold  you,  for  I  think  you 
have  been  punished  enough." 

"  Oh,  I  have ;   I  could  hardly  breathe, 
couldn't  study,  and  at  recess  I  couldn't  play. 
I'm  so  glad  to  have  on  my  old  waist  again." 

Teacher:     "What   did   the   tight   waist   do   to 
Margery's  chest  ?      How  must  we  take  care  of  the  trunk  ? 


1 


The  shoulders  must  be  kept  down  and  back.     We  must  not 
stoop  over  when  we  stand  or  walk  or  ride  the  bicycle. 


94  •  FIRST   YEAR 

We  must  wear  loose  clothing,  and  not  squeeze  the  chest. 
In  standing  and  walking,  we  must  hold  the  chest  high. 
We  must  not  strike  the  back. 

The  Lower  Parts  of  the  Trunk 

Teacher:  "Place  your  hands  on  your  trunk  just  below  the 
chest.  This  part  is  the  waist.  Try  to  see  how  far  you  can 
bend  at  the  waist.  Keep  the  knees  perfectly  straight,  and  try 
to  touch  the  floor  with  your  fingers.  How  must  we  dress  to 
give  the  waist  plenty  of  room  to  grow  ? 

"  The  soft  fleshy  part  of  the  trunk  just  below  the  waist  is 
the  abdomen.  You  may  repeat  the  word  after  me,  and  I  will 
write  it  here  where  we  can  see  how  it  looks. 

"Put  your  hands  on  your  sides  just  below  the  waist.  What 
do  you  find  ?     Who  knows  the  name  of  these  bones  ? 

"Maud  is  right.  They  are  our  hip  bones.  Point  to  your 
right  hip ;  the  left. 

"  Which  parts  hold  the  trunk  upright  and  keep  it  in  place  ? 
These  parts  need  to  be  very  strong  to  do  all  this  work." 

The  lower  parts  of  the  trunk  are  the  back,  sides,  waist,  abdo- 
men, hips. 

Teacher :  "  How  can  we  take  care  of  the  trunk  and  all  its 
parts  ?  " 

The  body  needs  to  be  bathed  often  to  keep  it  clean. 
We  must  wear  loose  clothing  to  give  every  part  room  to 
grow. 

This  part  of  our  body  needs  plenty  of  exercise. 

If  we  want  tall,  straight  bodies  we  must  never  use  tobacco. 

MEMORY  POINTS 

The  neck  joins  the  head  and  trunk. 

The  chest  holds  the  parts  of  the  body  which  keep  us  alive,  the 
lungs  and  heart. 


THE   TRUNK  95 

TJie  shoulders  join  the  arms  to  the  body. 

The  spine  helps  to  hold  the  body  erect. 

The  upper  parts  of  the  trunk  are  the  chest,  back,  spine,  shoul- 
ders, and  sides. 

We  must  be  careful  not  to  hurt  the  back. 

The  shoulders  must  be  held  down  and  back,  the  chest  high. 

We  must  sit  and  walk  erect. 

The  lower  parts  of  the  trunk  are  the  waist,  abdomen,  back, 
sides,  and  hips. 

The  body  must  be  kept  clean. 

We  must  wear  loose,  comfortable  clothing. 

We  must  take  plenty  of  exercise. 

We  must  not  stunt  the  body  by  using  tobacco. 


EMINENT  AUTHORITIES  FOR  THE  TEACHER 

Alcohol  injures  the  Bodily  Structure 

Alcohol  in  time  depraves  nearly  every  .tissue  of  the  body 
and  induces  morbid  conditions.  At  once  narcotic  and  irritant, 
whatever  it  comes  in  contact  with  of  vital  structure  is  affected 
disastrously.  —  H.  S.  Drayton,  M.D. 

Alcohol  and  Tobacco  hinder  Development 

Even  the  moderate  use  of  alcoholic  liquors  and  tobacco 
retards  both  physical  and  mental  development  during  youth 
to  such  a  degree  that  both  should  be  entirely  abstained  from 
until  full  maturity  is  reached.  But  if  these  narcotics  are  ca- 
pable of  so  impairing  these  processes  during  growth  as  to  render 
such  growth  incomplete,  will  they  not  as  certainly  impair  the 
same  processes  in  middle  and  old  age,  and  thereby  make  the 
nutrition  necessary  for  tissue  repair  less  perfect,  and  thereby 
encourage  tissue  degeneration  and  early  failure  of  life  ? 

—  X.  S.  Davis,  M.D.,  LL.D.,  F.R.S. 


96 


FIRST   YEAR 


Tobacco  interferes  with  Growth 

To  the  young,  tobacco  is  injurious  in  any  form  or  quantity 
and  at  all  times,  because,  owing  to  the  stage  of  development, 
the  nicotine,  which  it  is  impossible  to  prevent  passing  off  with 
the  smoke,  is  in  all  doses  hurtful,  and  even  poisonous.  —  Lon- 
don Lancet. 


THE   LEGS 


LESSON   22.  — PARTS   OF  THE   LEGS 


Bring  a  jointed  doll  dressed  as  a  sailor  boy  into  the  school- 
room on  the  day  before  this  lesson  is  to  be  given  and  place  it 
where  it  can  be  seen  and  handled  by  all. 
Teacher:  "We  have  a  little  visitor 
with  us  to-day.  Let  me  introduce  him 
to  you.  His  name  is  Jack  Seaman.  To- 
morrow we  are  to  talk  about  the  parts 
of  our  bodies  which  help  us  to  move 
about  from  place  to  place.  Who  can 
tell  what  we  call  them  ? 

"  I  am  going  to  see  who  can  find  out 
most  about  legs  for  our  next  lesson,  and 
you  may  look  at  Jack  as  long  as  you 
like.  Perhaps  you  can  learn  something 
from  him.  Then  you  may  ask  your 
fathers  and  mothers  and  big  brothers 
and  sisters,  and  see  how  much  you  can  find  out  from  them. 
I  shall  want  to  know  the  names  of  all  the  different  parts  of 
the  leg,  what  they  are  for,  what  will  help  to  make  them  grow, 
and  anything  else  you  can  find.  I  should  like  to  have  you 
notice  all  the  animals  and  living  creatures  you  meet,  too,  and 
tell  me  how  their  legs  differ  from  those  of  people." 


THE   LEGS  97 

The  next  day  bring  out  all  the  points  which  the  children  have 
collected.  Then  help  them  to  classify  these  as  clearly  and 
simply  as  may  be,  perhaps  beginning  in  this  way:- — 

Teacher:  "We  have  our  little  visitor  Jack  here  again  this 
morning.  Everybody  who  can  name  one  or  more  parts  of  the 
leg  and  can  show  where  they  are,  may  come  and  point  to  them 
in  Jack.  What  do  you  know  about  the  legs  of  real  live  boys 
and  girls  and  people  ?  Let  us  rise  and  find  the  parts  of  our 
own  legs. 

"  Where  shall  we  begin  ?  Yes,  at  the  top.  What  is  the 
name  of  this  long  fleshy  part  ?  " 

If  the  word  "  thigh  "  has  not  been  brought  out  by  the  chil- 
dren in  their  talk  about  the  doll,  it  may  be  given  now  by  the 
teacher  and  written  on  the  board. 

Teacher :  "  Who  can  tell  me  about  the  lower  parts  of  the 
legs  ?     Do  they  look  alike  or  feel  alike  all  the  way  around  ?  " 

The  legs  are  hard  in  front  and  softer  behind. 

What  do  we  call  the  hard  part  ?  It  is  hard  because  the  bone 
is  so  near  the  surface.     What  do  we  call  the  soft,  fleshy  part  ? 

The  upper  part  of  the  leg  which  joins  the  body  is  called  the 
thigh. 

The  front  part  of  the  lower  leg  is  called  the  shin. 
The  back  part  of  the  lower  leg  is  called  the  calf. 

Teacher :  "  Tell  me  whether  the  leg  is  made  in  one  piece  or 
in  several  ?     How  can  you  find  out  ?  " 

We  can  tell  by  bending  our  legs.  We  could  not  stoop  down 
or  bend  them  at  all  if  each  was  made  in  one  piece.  Find  all 
the  places  where  we  can  bend  our  legs.  How  many  such  places 
are  there  ? 

We  call  those  parts  of  our  bodies  which  can  bend  joints. 

Who  can  give  the  names  of  these  three  joints  in  the  legs  ? 

Which  of  these  joints  can  we  move  most  freely  ?  In  how 
many  directions  can  we  move  the  hip  joint  ? 

OR.    LESS.     IN    HY. 7 


98  FIRST  YEAR 

What  is  the  name  of  the  joint  near  the  middle  of  the  leg  ? 
In  how  many  ways  can  you  move  the  knee  joint  ? 

What  is  the  lowest  joint  in  the  leg  ?  Why  do  we  need  a 
joint  at  the  ankle  ? 

The  upper  joint  is  called  the  hip  joint.  It  is  between  the 
trunk  and  the  thigh. 

The  middle  joint  is  the  knee  joint.  It  is  between  the  thigh 
and  the  shin. 

The  lower  joint  is  the  ankle  joint.  It  is  between  the  leg 
and  the  foot. 

What  other  joints  in  our  bodies  are  like  these  in  our  legs  ? 

Call  attention  to  the  fact  that  these  joints  correspond 
to  the  shoulder,  elbow,  and  wrist  joints  in  the  arm,  and  that 
they  have  very  nearly  the  same  motions. 

LESSON   23.  — USES   OF  THE  LEGS 

Who  knows  what  our  legs  are  for  ? 

We  run  with  our  legs. 

Our  legs  help  us  to  stand. 

No  one  could  walk  if  he  had  no  legs. 

Teacher :  "  Which  of  you  can  run  fastest  ?  You  may  all  try 
a  race  at  recess  and  I'll  watch  to  see.  What  kind  of  legs  must 
a  boy  or  girl  have  to  run  fast,  or  to  play  a  long  time  without 
getting  tired  ?     Is  that  the  kind  we  all  want  ?  " 

We  need  good,  strong  legs  for  work  and  play. 

Teacher:  "Look  at  Jack  Seaman  again  and  tell  me  how 
much  larger  and  stronger  his  legs  are  now  than  they  were  last 
year.     Do  you  think  they  have  grown  any  ? 

"  No ;  Jack's  legs  do  not  grow  because  he  is  a  doll. 

"Your  legs  are  quite  a  good  deal  longer  and  larger  than 
they  were  last  year ;  what  do  you  do  to  make  your  legs  grow 
which  Jack  cannot  do  ?  " 


THE   LEGS  99 

Jack  can't  eat,  and  we  can. 

Teacher:  "That  is  one  reason  why  children's  legs  grow  and 
dolls'  do  not,  but  there  is  another  reason. 

"  Suppose  you  had  hurt  your  legs  so  you  could  not  walk, 
and  had  to  go  about  all  the  time  in  a  wheel  chair,  could  your 
legs  grow  very  fast  then  ? 

"  Tell  me  two  things  which  will  help  to  make  our  legs  and 
all  parts  of  our  bodies  grow  as  they  ought." 

Good  food  will  help  to  make  our  legs  grow. 
Our  legs  will  grow  strong  and  large  if  we  give  them  plenty 
of  exercise. 

Sometimes  people  drink  beer  or  rum,  which  are  not  good  for 
them ;  then  they  are  likely  to  get  sick. 

Those  who  take  much  of  such  drinks  cannot  stand  up 
straight  and  strong  like  other  people.  Their  legs  are  weak 
and  shaky,  and  sometimes  they  topple  clear  over.  Do  you 
know  why  ?     Here  is  a  little  story  which  shows  the  reason. 

Elsie  and  Karl 

Karl  came  home  from  school  one  day  and  found  his  little 
sister  in  tears. 

"  What's  the  matter,  Elsie  ?  "  he  called  out  cheerily. 

"  Father's  been  drinking  again,"  said  the  child.  "  He  could 
hardly  get  home  at  all,  his  legs  wobbled  so.  And  the  boys 
made  fun  of  him  all  along  the  street,  and  one  of  them  threw 
a  stone  which  'most  hit  him.  He's  asleep  now,  but  he'll  be 
awful  cross  when  he  wakes  up.     He  always  is,  you  know." 

Karl  put  his  arm  around  Elsie's  neck. 

"Don't  feel  bad,"  he  said.  "I  know  why  whisky  makes 
people  tumble  down,  and  go  to  sleep  when  they  oughtn't  to, 
and  be  cross.  We  learned  about  it  in  school  to-day,  and  we'll 
tell  father  when  he  wakes  up,  and  perhaps  he  won't  drink  any 
more.     Whisky  hurts  people  'cause  there's  a  poison  in  it." 


100 


FIRST   YEAR 


"  What  poison  ?  "  said  Elsie,  with  wide-open  eyes. 
"  Alcohol,"  continued  Karl.     "  There's  lots  of  it  in  whisky 
and  rum  and  gin,  and  that's  why  they  make  people   drunk. 
If  they  should  drink  enough  'twould  kill  'em  right  off  quick." 

"There's  alcohol   in  beer,  too,  Miss 

White    said,  and  in  wine    and   cider. 

Not    so    much,    you    know,    but 

enough  to  hurt  you,  and  make 

you  want   more.      I'm  not 

going  to  drink  any  more 

beer  for   breakfast   after 

this,    and    you     mustn't 

either,  Elsie.      We  don't 

want  to  get  to  be  cross  and 

trembly." 

"No,     let's     not,"     said 
Elsie. 
'|£jpr    *£*"^     &     "  You  will   be  glad  to  know 

that  Elsie  and  Karl  kept  their 

promise  to  each  other  and  that 

they   grew  up  tall  and  straight 

and  healthy. 

They  told  their  father  what  they  had  learned  about  alcohol, 

and  begged  him  not  to  drink  any  more  whisky. 

"If  I  had  known  all  this  when  I  was  your  age,"  he  said,  " I 
shouldn't  be  such  a  poor,  miserable  creature,  but  it's  too  late 
now  to  stop  drinking.  I  should  die  if  I  didn't  have  liquor." 
But  he  did  try,  to  please  Elsie  and  Karl. 
Teacher:  "Tell  me  now  why  beer  and  whisky  and  gin  and 
all  such  drinks  sometimes  make  people  walk  crookedly  and 
always  hurt  them  more  or  less." 


Whisky,  gin,  beer,  and  all  such  drinks  hurt  people  because 
they  contain  a  poison,  alcohol. 


THE   LEGS  101 

Boys  and  girls  who  want  to  grow  tall  and  strong  must  not 
take  any  drink  which  has  alcohol  in  it. 

MEMORY  POINTS 

The  upper  part  of  the  leg  is  called  the  thigh. 
The  shin  is  the  front  part  of  the  leg  below  the  knee. 
The  calf  is  the  back  part  of  the  lower  leg. 
There  are  three  joints  in  the  leg. 
The  hip  joint  joins  the  thigh  to  the  trunk. 
The  knee  joint  joins  the  thigh  to  the  shin. 
The  ankle  joint  joins  the  leg  to  the  foot. 
Our  legs  help  us  to  stand,  ivalk,  and  run. 
We  need  stro?ig  legs  to  carry  us  about. 
Wholesome  food,  exercise,  and  rest  will  make  the  legs  grow. 
Drinks   which   contain   alcohol  sometimes  make  people   walk 
crookedly. 

Such  dri?iks  may  injure  the  growth. 

EMINENT   AUTHORITIES   FOR   THE   TEACHER 
Alcohol  lessens  Strength 
Every  dose  of  alcohol,  even  the  most  moderate,  diminishes 
the  strength.     All  that  man  asserts  of  the  strengthening  effects 
of  alcohol  is  founded  on  delusion.  —  Adolf  Fick,  M.D.,  Uni- 
versity of  Wurzburg. 

Tobacco  weakens  Muscle 

Even  moderate  amounts  of  tobacco  in  the  form  of  smoke 
lower  the  working  power  of  the  human  muscle  by  a  high  per- 
centage.—  W.  P.  Lombard,  M.D. 

Nicotine  is  a  Poison 
Nicotine  is  so  deadly  a  poison  that  what  is  contained  in  one 
cigar,  if  extracted  and  given  to  a  person  in  a  pure  state,  would 
cause  speedy  death.  —  Journal  of  Science. 


102  FIRST  YEAR 

THE   FEET 
LESSON  24.  — PARTS   OF   THE  FOOT 

The  best  way  to  teach  this  part  of  the  body  is  to  have  some 
little  foot,  clean,  sweet,  and  bare,  for  a  model.  Some  child 
may  be  willing  to  assist  in  this  way.  If  not,  use  a  drawing  on 
the  board  or  a  plaster  cast. 

If  a  living  model  is  presented,  put  the  child  in  a  chair 
on  the  platform,  and  elevate  the  bare  foot  on  a  stool  or 
cushion. 

Teacher:  "We  are  to  learn  about  the  foot  to-day.  Roger 
has  been  so  kind  as  to  let  us  study  his  foot.  We  are  very 
grateful  to  him,  because  we  can  learn  so  much  more  in  this 
way  than  from  a  picture.     What  use  are  the  feet  ?  " 

Daisy :  "  We  could  not  walk  without  them." 

Teacher:  "A  foot  is  a  wonderful  thing.  It  is  nearly  as 
wonderful  as  the  hand  and  can  do  almost  as  much.  How 
many  of  its  parts  do  you  know?  Come  and  point  to 
them." 

Guy:  "  This  is  the  heel  and  these  are  the  toes." 

Teacher:  "What  shall  we  call  this  part  between  the  ankle 
and  the  toes,  on  the  outside  of  the  foot  ?  " 

Some  one  may  know  it  as  the  instep ;  if  not,  the  class  must 
be  told. 

Teacher:  "I'll  turn  Roger's  foot  over.  Tell  me  about  the 
under  part  next  the  toes." 

May:  "It  is  soft  like  a  cushion." 

Teacher:  "We  call  it  the  ball  of  the  foot.  This  is  the  part 
we  should  walk  on.  When  Roger  has  his  foot  down  in  the 
proper  position,  Avhat  parts  touch  the  ground  ?  " 

Kate :  "  The  ball  and  toes  and  part  of  the  heel.  There  is  a 
part  between  that  does  not  touch." 

Teacher:  "That  is  the  arch.     I  will  draw  a  picture  of  the 


THE   FEET  103 

foot  on  the  board  and  write  the  names  of  its  parts  beside  it  as 
you  give  them  to  me." 

Parts  of  the  Foot 

Instep  Heel 

Arch 
Ball  Toes 

Teacher  :  "  Each  of  you  may  draw  a  foot  and  write  the 
names  of  its  parts  in  their  proper  place." 

Care  of  the  Feet 

There  was  once  a  little  girl  named  Agnes,  who  had  a  pair  of 
fancy  kid  shoes.  She  thought  them  the  most  beautiful  shoes 
in  the  world,  and  was  never  so  happy  as  when  she  had  them 
on.  Agnes  grew  larger  and  larger,  but  her  shoes  stayed  just 
the  same  size,  and  by  and  by  they  hurt  her  feet. 

"Your  shoes  are  too  small  for  you,"  her  mother  said  one 
day ;  "  you  must  have  a  larger  pair." 

Agnes  was  afraid  the  new  shoes  would  not  be  so  pretty  as 
those  she  had,  so  she  answered  quickly :  — 

"  Oh,  no,  they're  not  a  bit  too  small.  I  can  wear  them  just 
as  well  as  not." 

But  every  day  they  hurt  her  more.  She  couldn't  run  like 
the  other  girls,  because  the  pretty  shoes  pinched  her  feet. 
The  pain  made  her  cross  and  fretful,  and  small,  hard  bunches 
grew  on  her  toes  where  the  shoes  were  the  tightest. 

At  last  her  pride  gave  way  and  she  begged  for  a  larger  pair. 
Her  mother  took  her  on  her  lap  and  showed  her  the  picture 
of  some  Chinese  girls  with  their  tiny  feet.  Then  she  told  her 
how  tightly  their  poor  little  feet  had  to  be  bandaged  until 
they  stopped  growing,  and  how  much  pain  they  suffered  in 
order  to  wear  smaller  shoes  than  other  people. 

"I  shouldn't  think  they  could  have  a  good  time  at  all,"  said 
Agnes. 


104 


FIRST  YEAR 


"  They  can't,"  her  mother  continued.  "  They  have  to  lie  on 
couches  or  be  carried  about  wherever  they  want  to  go,  instead 
of  running  and  jumping  like  their  little  brothers. 

"  Many  of  them  have  beautiful  dresses  to  wear  as  they  lie  on 

their  couches  all  day,  and 
lovely  ornaments,  but  I'm 
quite  sure  my  little  girl 
would  not  like  to  change 
places  with  them." 

"  No,  indeed  ! "  said 
Agnes,  "I'm  glad  I'm 
not  a  Chinese  girl,  and 
I'll  not  wear  tight  shoes 
again,  even  if  they  are 
pretty." 

"No  one  can  have 
beautiful  feet  who  wears 
ill-fitting  shoes,"  said  her 
mother. 

"In  the  first  place 
they  must  be  large 
enough.  Then  they  must 
be  of  the  same  shape  as 
the  foot.  Let  us  see  if 
this  is  true  of  your  shoes. 
"Put  your  bare  foot 
down  on  this  paper.  I 
will  mark  around  it  with 
my  pencil.  Now  place  your  shoe  on  the  drawing.  Are  the 
two  of  the  same  size  ?  " 

"  Why,  my  shoe  is  ever  so  much  smaller,"  said  Agnes. 
"It  isn't  so  wide,  or  so  long  as  my  foot,  and  the  heel  is 
smaller  too.     I'm  going  to  make  a  picture  of  my  shoe  right 
beside  the  other." 


THE    FEET  105 

"  Which  picture  do  you  like  better  ? "  asked  her  mother, 
when  Agnes  had  finished. 

"  I  think  I  like  your  drawing  better,"  said  Agnes,  thought- 
fully. "  It  is  prettier  to  have  my  foot  and  shoe  the  same 
size." 

"  I  will  tell  you  how  to  keep  a  pretty  foot,"  said  her  mother. 
"  Then  you  can  tell  Horace  when  he  comes  home  from  school. 
Do  you  think  you  can  remember  ?  " 

"Of  course  I  can,"  said  Agnes. 

Teacher  :   "  Can  you  tell  me  what  Agnes  told  her  brother  ?  " 

In  order  to  have  beautiful  feet  we  need  — 

Shoes  a  little  longer  than  the  feet. 

Shoes  as  wide  as  the  feet. 

Shoes  with  broad  low  heels. 

Shoes  which  are  not  too  large. 

Shoes  which  do  not  hurt  the  feet  in  any  place. 

Teacher  :   "  How  many  have  a  pet   cat  at  home  ?     What 

does  your  pussy  do  to  clean  her  feet  when  she  gets  them  even 

a  little  soiled  ?  " 

George  :   "She  licks  them  off  with  her  tongue." 

Teacher  :   "  Our  feet  must  be  taken  care  of,  too,  but  we  do 

not  do  it  in  the  same  way  that  pussy  does.     What  shall  we 

do  to  keep  our  feet  in  good  order  ?  " 

We  must  wash  our  feet  often  to  keep  them  clean. 

We  must  keep  our  toe-nails  cut. 

We  must  not  let  the  nails  grow  longer  than  the  toes. 

Teacher  :  "  There  is  one  more  thing  we  must  be  careful 
about." 

We  must  not  sit  with  wet  feet. 

If  we  get  our  shoes  wet  we  should  change  them  as  soon  as 
we  come  into  the  house. 


106 


FIRST   YEAR 


LESSON  25. —THE   RIGHT   KIND   OF  FEET 

"Oh,  grandma,"  said  Bertha,  "won't  you  please  tell  me  a 
story  ?  I've  almost  run  my  feet  off  to-day,  and  I'm  so  tired. 
Tell  me  what  you  used  to  do  when  you  were  a  little  girl." 

"  Suppose  I  tell  you  how  my  feet  carried  me  into  mischief 
one  day,"  said  grandma,  with  a  smile. 

"  Oh,  do,"  exclaimed  Bertha ;  so  grandma  began  her  story  of 


The  Feet  which  got  into  Mischief 

When  I  was  about  your  age,  I  went  to  a  private  school  kept 

by  a  little  old  lady  named  Miss  Prim.     She  used  to  wear  a 

cap  and  kerchief,  and  knit 
while  we  studied  our  les- 
sons. We  were  so  afraid 
of  her  we  hardly  dared 
raise  our  eyes  from  out- 
work while  she  was  in  the 
room.  One  day  she  was 
called  out  and  we  planned 
some  fun.  We  watched 
her  out   of   the  corners  of 

our  eyes  until  she  was  fairly  gone ;   then  the  mischief  began. 

Our     spelling    books     and 

slates  were    flung    into    a 

corner  and  each  of  us  tried 

to  outdo  the  others  in  hav- 
ing   a    good    time.      Miss 

Prim's    chair    was    pulled 

out  into  the  middle  of  the 

room,  and  one  of  the  boys 

gave  the  other  a  mad  ride 

in  it.     My  sister  harnessed 


■: 

EL 

I 

i 

I  Mi 

mS--%. 

/ 

f\ J!.!?>pi8p 

\\ 

THE   FEET 


107 


two  of  our  stools  together  and  drove  them  tandem,  while  I 
practiced  a  new  dance  step  upon  the  other  stool. 

We  played  until  we  were  tired;  then,  fearing  Miss  Prim 
would  come  back  and  find  us  out  of  order,  we  began  studying. 

Pretty  soon  the  door 
opened  and  in  she  came. 
No  one  dared  look  up  for 
we  all  felt  guilty,  but  work 
went  on  just  as  usual,  and 
by  and  by  we  breathed 
more  easily.  Perhaps  she 
wouldn't  know  after  all. 

Just  before  luncheon 
Miss   Prim  said  :  — 

"You  were  so  good  and  studious  while  I  was  away  this 
morning  that  I  shall  give  you  a  treat  now.  We  will  not  have 
any  more  school  to-day,  but  go  for  a  picnic  instead." 

Can  you  imagine  how  small  and  mean  we  felt?     We  were 

almost  too  ashamed  to 
speak,  but  at  last  my  sister 
faltered  out :  — 

"  We  weren't  good  while 
you  were  away,  Miss  Prim. 
Our  feet  just  wouldn't  keep 
still.  We  ran  all  round  the 
room  and  played  and  did 
lots  of  naughty  things  till 
we  were  tired." 
"  Was  it  your  feet  which  led  you  into  mischief  ?  "  said  Miss 
Prim,  very  soberly. 

"  No'm,"  I  said,  "  they  got  into  mischief  'cause  we  wanted 
them  to." 

Grandma  stopped  a  moment.  "  Do  you  know  what  Miss 
Prim  said  next  ?     I  have  never  forgotten  it." 


108  FIRST  YEAR 

"  What  was  it  ?  "  said  Bertha. 

"  Remove  thy  feet  from  evil. 

"  Even  a  child  is  known  by  his  doings,  whether  his  work  be 
pure,  and  whether  it  be  right." 

"Then  Miss  Prim  told  us  we  must  not  blame  our  hands  or 
our  feet  when  we  got  into  mischief  or  did  wrong,  because  they 
were  only  our  little  servants  and  did  just  what  they  were  told." 

Teache)- :  "  If  we  want  the  right  kind  of  feet,  what  sort  of 
orders  must  we  give  them  ?  " 

We  must  tell  our  feet  to  do  right. 

MEMORY   POINTS 

The  parts  of  the  foot  are  the  instep,  ball,  arch,  heel,  and  toes. 

We  should  walk  on  the  ball  of  the  foot. 

Tight  shoes  hurt  the  feet  and  make  corns. 

We  should  wear  shoes  which  just  Jit  the  feet. 

Small  high  heels  hurt  the  health. 

The  feet  should  be  kept  clean. 

Tlie  nails  should  be  kept  trimmed. 

No  one  should  sit  with  wet  feet. 

We  must  help  our  feet  to  do  right. 

EMINENT  AUTHORITIES  FOR  THE  TEACHER 

Alcohol  injures  the  Body 

Alcohol  destroys  health  and  strength.  —  Adolf  Baer,  M.D., 
Royal  Sanitary  Commissioner,  Berlin. 

Tobacco  checks  Growth 

Upon  the  young  tobacco  has  a  decidedly  injurious  effect,  so 
much  energy  being  wasted  through  all  the  years  when  so  much 
is  needed  for  growth  and  repair,  and  the  whole  organism  being 
in  a  state  of  disorder.  —  Selma  Severson,  M.D. 


THE   FIVE   SENSES  109 


THE   FIVE   SENSES 

"  Heaven  sends  us  ten  thousand  truths,  but  because  our  doors  and 
windows  are  closed  to  them  they  sit  and  sing  awhile  upon  the  roof  and 
then  fly  away." 

LESSON  26.  — SEEING 

Teacher  (taking  a  checkerberry  wafer)  :  "  Children,  your 
eyes  look  so  bright  I  should  like  to  find  out  what  they  are  for. 
Who  can  tell  me  ?  " 

Katie :  "  We  see  with  our  eyes." 

Teacher :  "  We  must  find  out  if  Katie  is  right,  and  if  it  is 
really  our  eyes  which  see.  Shut  your  eyes.  Can  you  see 
now? 

"  No,  we  cannot  see  if  our  eyes  are  shut  tight.  Keep  them 
shut  a  moment  more.  I  am  going  to  take  something  in  my 
hand.  Now  open 
your  eyes  and  look 
at  it.  How  many 
know  what  it  is 
(showing  the  bit  of 
round  color  in  her 
open  palm)  ? 

"  I  will  tell  you. 
It  is  a  wafer. 

"  We  will  play  that  each  of  us  has  a  little  servant  who  shows 
the  wafer  to  us,  and  that  her  name  is  Sally  Seeing." 

We  give  her  this  name  because  she  sees  for  us. 

Bring  out  the  idea  that  a  servant  is  a  helper. 

Teacher :  "  Let  us  try  to  think  how  Sally  Seeing  helps.  We 
want  to  find  out  something  about  this  wafer.  Does  Sally 
Seeing  show  you  a  white  wafer  ?  " 

No,  it  is  red. 

Teacher:  "Sally  Seeing  is  right.    This  good  little  servant  has 


110  FIRST    YEAR 

told  us  its  color.  Can  Sally  Seeing  tell  us  if  the  checkerberry 
wafer  is  large  like  this  big  peppermint  lozenge,  or  smaller  ?  " 

Sally  Seeing  says  it  is  smaller. 

"  I  wish  it  was  as  big,  if  you  are  going  to  give  it  to  me," 
pipes  a  little  candy -lover. 

Teacher :  "  Can  Sally  Seeing  tell  us  its  shape  ?  " 

Sally  Seeing  says  it  is  round. 

Teacher:  "Could  Sally  Seeing  show  anything  very  well  if 
you  were  sleepy  ?  " 

If  we  were  sleepy,  Sally  would  be  sleepy  too,  because  she  is 
our  eyes. 

Teacher:  "If  the  room  were  full  of  smoke,  could  Sally  do 
her  work  well,  and  help  us  see  ?  " 

Smoke  hurts  so  we  cannot  see  well ;  a  good  deal  of  smoke 
makes  us  shut  our  eyes.  Sally  Seeing  cannot  help  us  find  out 
about  things  if  our  eyes  are  shut. 

Teacher:  "Would  tobacco  smoke  help  Sally  do  her  work 
well  ?  " 

Tobacco  smoke  makes  our  eyes  smart.  Sally  Seeing  does 
not  like  it,  for  then  she  cannot  do  good  work. 

Tell  the  class  that  doctors  have  found  that  tobacco  hurts  the 
eyes,  and  sometimes  makes  people  who  smoke  almost  blind. 
Cigarettes  which  boys  smoke  hurt  the  eyes  too.  Poor  little 
Sally  Seeing  has  a  very  hard  time  trying  to  work  for  boys  who 
smoke. 

It  is  not  good  for  the  eyes  to  be  in  a  closed,  room  where 
people  are  smoking. 

LESSON  27. —FEELING 

Teacher :  "  Shut  your  eyes,  and  send  Sally  Seeing  away. 
She  has  worked  hard  enough,  and  we  must  try  to  find  another 
little  servant  to  help  us.  Keep  your  eyes  shut.  Willie,  I  will 
put  something  into  your  hand,  and  you  may  tell  me  what  it  is 
without  looking  at  it." 


THE   FIVE   SENSES 


111 


Willie :  "  It  is  the  wafer." 

Teacher:  "You  are  right.     Pass  the  wafer  along  until  all 
can  tell  the  wafer  by  feeling." 

Teacher:  "Here  is  another  little  servant.     We  will  call  her 
Fanny  Feeling." 

Question  as  before  until  the  class  agree  that  it  is  Fanny 
Feeling  who  helps  them  to  find  out  that  the  wafer  is  smooth, 
hard,  round,  and  small ;  that  it  is  Fanny 
Feeling  who  tells  them  when  they  have 
a  toothache  or  a  headache,  and  can  tell  jr 
them  very  quickly  when  the  head  and 


p    A 


tooth  stop  aching.  If  Fanny  Feeling  is  awake  she  can  tell 
us  when  we  burn  a  foot  or  a  finger,  but  if  she  were  asleep 
she  would  know  nothing  about  it.  People  have  sometimes 
been  burned  to  death  because  Fanny  Feeling  was  asleep. 

Alcohol  puts  Fanny  to  sleep  when  she  ought  to  be  awake. 
Tobacco  hurts  Fanny,  and  makes  her  sick  and  lazy.  Whole- 
some food  to  eat  and  water  or  milk  to  drink  will  keep  her  wide 
awake  and  active  in  the  daytime,  but  we  must  see  that  she 
goes  to  bed  early  at  night. 


LESSON  28.— TASTING 

Teacher :  "  Shut  your  eyes  and  put  your  hands  behind  you. 
I  will  put  a  piece  of  wafer  into  your  mouths.  Tell  me  some- 
thing about  it  which  we  have  not  learned  before." 

I  taste  the  wafer. 


112 


FIRST  YEAR 


The  wafer  is  sweet. 

Tommy  Tasting  may  now  be  added  to  the  list  of  serv- 
ants. 

A  little  lesson  on  self-control  should  follow.  Question  until 
the  class  agree  that  Tommy  Tasting  cannot  be  trusted  always, 
and  that  if  he  urges  us  to  eat  too  much  candy  because  it  tastes 
sweet  and  good,  we  must  say  no  to  him.  We  must  learn  what 
is  good  and  what  is  not  good  for  us,  so  that  we  may  keep 
Tommy  Tasting  from  making  mistakes.  .  We  must  teach 
Tommy  to  be  a  good  servant. 

Teacher:  "Could  Tommy  tell  you  how  a  nice  ripe  pear 
tastes  if  your  mouth  had  been  burned  ? 

"Tommy  Tasting  gives  us  a  great  deal  of  pleasure  if  we 
treat  him  well.     He  tells  us  how  good  our  dinner  is ;  what  a 

lovely  flavor  the  ripe  ap- 
ples, peaches,  grapes,  and 
pears  have;  he  told  you 
that  the  pieces  of  wafer  I 
put  into  your  mouths  had 
a  good  checkerberry  flavor. 
Tommy  Tasting  is  a  very  good  fellow  if  only 
he  is  treated  rightly.  But  people  sometimes 
treat  Tommy  so  badly  he  cannot  tell  them  about  these  good 
things.  When  they  drink  a  liquor  which  has  alcohol  in  it, 
as  wine,  beer,  or  cider,  it  hurts  Tommy,  and  he  cannot  tell 
so  well  how  other  things  taste.  Tommy  cannot  tell  the  boys 
or  men  who  smoke  or  chew  tobacco  how  good  their  dinner 
really  is,  so  they  lose  more  pleasure  from  smoking  and  drink- 
ing than  they  get." 

Alcohol  and  tobacco  hurt  Tommy  Tasting  because  they  are 
poisonous. 

If  Tommy  Tasting  is  to  be  a  good  little  servant  for  us,  we 
must  not  take  either  alcohol  or  tobacco. 

How  many  little  servants  have  we  found  already  ?     What 


THE   FIVE   SENSES  113 

is  the  name  of  the  first  one?  What  does  Sally  Seeing  do 
for  us  ? 

What  is  the  name  of  the  second  little  servant?  What  does 
Fanny  Feeling  do  for  us  ?  How  do  we  know  when  to  put  on 
our  heavy  coats  and  jackets  ?  Could  Fanny  Feeling  tell  us  it 
is  cold  and  we  need  our  overcoats  if  she  were  asleep  ?  What 
sometimes  puts  Fanny  Feeling  to  sleep  when  she  ought  to  be 
awake  ?  What  sometimes  makes  Fanny  Feeling  sick  so  she 
cannot  work  ? 

What  is  the  name  of  the  third  little  servant  ?  What  does 
Tommy  Tasting  do  for  us  ?  What  must  we  teach  Tommy  in 
order  to  make  a  good  little  servant  of  him  ? 

LESSON  29.— HEARING  AND   SMELLING 

Teacher :  "  Shut  your  eyes  and  mouths,  and  put  your  hands 
behind  you  so  that  Sally  Seeing,  Fanny  Feeling,  and  Tommy 
Tasting  will  not  know  what 
we  are  doing.  Be  very  still 
and  tell  me  what  I  am  doing 
with  this  wafer." 

You  are  breaking  the  wafer. 

Teacher :  "  How  do  you 
know  I  am  breaking  the 
wafer  ?  " 

I  hear  you  break  the  wafer. 

Teacher :  "  Very  well ;  we  will  add  Hatty  Hearing  to  our 
list  of  servants." 

How  do  we  know  when  the  clock  strikes  ?  When  the 
bells  ring  ?  What  little  servant  tells  us  when  a  dog  barks  ? 
You  may  each  name  a  way  in  which  Hatty  Hearing  helps 
us. 

We  train  this  little  servant  to  do  better  work  when  we  pay 
attention  to  what  is  said. 

on.  less,  in  hy.  —  8 


114 


FIRST   YEAR 


If  we  listen  carelessly  when  people  speak  to  us,  Hatty  Hear- 
ing will  grow  careless  too,  and  by  and  by  she  will  not  tell  us 
what  we  ought  to  hear. 

Smelling 

Teacher:  "One  more  little  servant  can  tell  us  something 
the  other  four  have  not  found  out. 

"  Lucy,  I  am  going  to  put  this  wafer  close  to  your  nose. 
You  may  tell  me  something  new  about  it." 
Lucy :  "  I  smell  checkerberry  in  the  wafer." 
When  the  wafer  has  been  passed  along,  and  all  have  become 
familiar  with  its  odor,  Sammy  Smelling  is   introduced.     By 

questioning  show  that  it  is 
he  who  tells  when  mamma 
is  cooking  something  we 
like  for  dinner ;  that  it  is 
Sammy  Smelling  who  tells 
us  how  sweet  or  fragrant 
the  flowers  are;  when  food 
is  spoiled  and  unlit  to  eat; 
when  the  air  indoors  is  bad 
and  should  be  changed ;  when  we  should  go  out  to  play  and 
get  the  nice  fresh  air. 

Sammy  Smelling  will  be  a  very  active  little  servant  if  we 
train  him  rightly.  It  is  his  work  to  give  us  pleasure,  to  warn 
us  of  danger,  and  to  tell  us  many  things  which  we  could  not 
find  out  in  any  other  way. 


MEMORY  POINTS 

These  Jive  little  servants  are  called  our  Five  Senses. 

Through  them  ice  learn  what  ice  know  of  this  world. 

We  must  help  them  to  do  good  work. 

Alcohol  and  tobacco  dull  all  the  senses. 

It  is  wrong  to  use  anything  that  icill  dull  these  little  servants. 


THE  FIVE  SENSES  115 

EMINENT   AUTHORITIES   FOR  THE   TEACHER 
Alcohol  dulls  the  Senses 

Alcohol  diminishes  the  acuteness  of  all  the  senses.  Half  a 
small  glass  of  wine  impairs  feeling,  vision,  and  sensibility  to 
weight.  —  Charles  H.  Shepard,  M.I). 

The  use  of  alcohol  blunts  the  delicate  and  swift  perception 
of  the  physical  senses.  —  R.  Hingston  Fox,  M.D. 

Tobacco  injures  the  Sight 

The  use  of  tobacco  may  help  to  cause  defective  color  sense. 

—  London  Lancet. 

LESSON   30.— REVIEW   QUESTIONS 

Why  should  we  sit,  stand,  and  walk  properly  ? 
What  are  the  best  drinks  for  children  ? 
What  may  happen  to  the  boy  who  uses  tobacco  ? 
What  do  we  need  to  make  us  grow  ? 
Why  do  we  need  food  ? 

Why  is  cider  a  bad  drink,  while  apples  are  good  to  eat? 
What  are  the  parts  of  the  body  ? 
How  should  the  head  be  taken  care  of  ? 
How  can  every  one  have  a  pleasant  face  ? 
Why  do  we  need  joints  in  our  arms  and  legs  ? 
WThy  should  we  keep  every  part  of  our  bodies  clean  ? 
Name  the  good  uses  of  grains  ? 

How  do  the  rum,  beer,  and  whisky  made  from  these  grains 
hurt  people  ? 

What  are  the  parts  of  the  leg  ?  of  the  foot? 

How  can  we  help  our  limbs  to  grow  strong  and  firm  ? 

What  do  we  learn  through  our  senses  ? 

Why  is  it  wrong  to  do  anything  which  will  injure  them  ? 


SECOND   YEAR   TOPICS 


I. 

The  Body  as  a  Whole 

117 

II. 

•Food      .... 

129 

III. 

The  Sense  op  Taste    . 

.     134 

IV. 

The  Grape  and  Wine 

141 

V. 

The  Eye 

■ 

146 

VI. 

The  Voice     . 

157 

VII. 

The  Ear 

160 

VIII. 

The  Nose 

168 

IX. 

The  Sense  of  Touch  . 

172 

X. 

Tobacco 

178 

XI. 

Beer      . 

184 

116 


SECOND  YEAR 

THE   BODY  AS  A   WHOLE 
LESSON   1.— PARTS   OF  THE  BODY 

Teacher:  "Suppose  this  picture  on  the  board  were  a  reai 
live  child  like  one  of  you,  and  we  were  to  invite  him  to  take 
dinner  with  us.  What  parts  of  his  body  would  he  need  to  use 
in  eating  ?  Come  to  the  board  and  point  to  them.  What  parts 
would  he  use  in  catching  a  ball  ?  in  riding  a  bicycle  ?  in 
drawing  a  long  breath  ?  in  laughing  ?  Point  to  each  of  these 
parts.    What  parts  of  the  body  have  we  not  named  ?  " 

Ask  each  child  to  name  something  he  likes  to  do,  then  to 
tell  what  parts  of  the  body  he  uses  in  doing  it. 

Compare  the  human  body  in  various  ways  with  that  of  ani- 
mals. Name  animals  which  are  larger  than  man  ;  those  which 
are  smaller.  Who  can  think  of  an  animal  whose  body  is  all 
in  one  piece  ?  If  no  one  can  do  this,  show  an  oyster  and  ask 
the  class  to  find  whether  it  has  any  distinct  head  or  legs. 
How  many  parts  are  there  in  the  body  of  an  eel  or  a  snake  ? 
How  many  in  a  caterpillar  ?  in  a  frog  ?    a  boy  ? 

What  parts  of  the  body  can  we  bend  ?  What  do  we  call 
these  parts  ?  Find  the  joints  in  your  arms ;  your  legs.  What 
other  joints  are  there  in  the  body.  What  is  the  use  of  each 
joint  ? 

What  animals  have  their  bodies  composed  of  the  same  gen- 
eral parts  as  man?  What  differences  can  be  thought  of 
between  the  body  of  a  horse  and  the  human  body  ?  Which 
can   run   faster  ?     Which  can  stand    upright  ?      Which  has 

117 


118 


SECOND   YEAR 


hands  ?  which  is  stronger  ?  which  has  the  better  brain,  and 
can  think  and  learn  more  quickly  ? 

Name  as  many  acts  of  animals  as  you  can  think  of.  Make 
a  blackboard  list  of  these.  Ask  the  children  to  come  to  the 
board,  one  at  a  time,  and  check  off  from  this  list  everything 
which  man  can  do.  Which  is  more  skillful  and  able  to  do  the 
greater  number  of  things,  man  or  the  lower  animals  ? 

How  many  have  seen  a  person  who  has  lost  a  finger,  an  arm, 
or  a  leg  ?  What  parts  can  be  taken  away  and  the  person  still 
live?  What  parts  would  cost  a  person  his  life  if  he  should  be 
deprived  of  them  ? 

What  parts  does  a  person  need  to  do  the  best  work  ? 

LESSON   2.  — REPAIR  OF   THE  BODY 

Teacher :  "  Suppose  our  boy  on  the  blackboard  lived  in  a 
real  house,  and  he  were  to  find  some  day  that  his  house  was 

all  coming  to  pieces; 
holes  in  the  roof  where 
the  rain  could  come  in, 
plastering  coming  off  the 
walls,  and  everything 
about  the  place  untidy 
and  disagreeable.  What 
would  you  advise  him 
to  do?" 

He  might  build  a  new 
house. 

He  could  mend  the  old 

roof  and  repair  the  house 

he  now  lives  in. 

He  might  buy  another  house  and  move  into  that. 

Teacher:    "He  could  do  any  of  these   things   if   he   had 

money  enough,  but  how  is  it  with  our  bodies  ?     We  have  to 


V>N\T/^. 


THE   BODY   AS   A  WHOLE  119 

live  in  them  all  the  time,  just  as  a  turtle  lives  in  his  shell. 
If  we  hurt  them  or  wear  them  out,  can  we  buy  new  bodies  ? 
Can  we  even  repair  them  so  they  will  be  as  good  as  new  ?  I 
am  afraid  they  would  always  look  patched  and  show  that  we 
had  not  taken  good  care  of  them.  I  know  a  man  who  has 
lived  in- the  same  house  for  seventy-one  years,  and  it  is  just  as 
strong  and  comfortable  now  as  it  ever  was.  How  do  you  sup- 
pose he  has  kept  it  in  such  good  condition  ?  y 

It  was  built  strong  in  the  first  place. 

He  has  had  it  repaired  just  as  soon  as  anything  needed  to  be 
done. 

Teacher :  "  These  are  two  good  reasons  why  his  house  has 
lasted  so  long.  I  wonder  why  it  is  that  some  people's  bodily 
houses  last  so  much  longer  than  others'." 

Jasper :  "  Perhaps  it's  because  they  take  better  care  of  them. 
But  I  don't  see  how  people  can  take  care  of  that  kind  of  a 
house." 

Teacher :  "  Let  us  see  if  we  can  find  out.  In  the  first  place, 
what  are  houses  built  of  ?  " 

Class :  "  Mine  is  built  of  stone." 

"Our  house  is  made  of  wood." 

"  Ours  is  brick." 

Teacher:  "  These  are  all  good  materials  for  houses,  and  when 
they  are  worn  in  any  place  we  can  put  in  a  new  brick  or  board 
and  make  them  almost  as  good  as  new.  Our  bodies  get  worn 
too,  with  all  our  work  and  play,  and  need  repair.  Only  the  other 
morning  I  heard  a  little  girl  trying  to  tell  how  hungry  she  was. 
She  said,  '  Oh,  mother,  there  is  such  a  big  hole  in  my  stomach, 
I  can't  wait  any  longer  for  breakfast.' 

"  You  couldn't  mend  that  kind  of  a  hole  with  wood  or  stone. 
What  do  you  suppose  her  mother  did  use  ? 

"  Yes,  we  need  food  to  make  good  the  waste  of  our  bodies, 
—  bread  and  butter  and  milk  and  eggs  and  fruit  and  fresh 
vegetables  and  meat." 


120  SECOND  YEAR 

Who  has  been  in  a  mill  and  watched  the  men  at  work  ? 
Grain  is  put  in  at  one  end  of  the  mill  and  comes  out  at  the 
other  fine  white  flour,  all  ready  to  be  made  into  bread.  Some- 
thing like  that  happens  to  our  food  when  we  eat.  We  put  it 
into  our  mouths,  and  in  a  very  little  time  it  doesn't  look  in  the 
least  like  beef  or  potato.  It  has  been  ground  very  fine  by  our 
teeth  and  mixed  with  different  juices  until  it  is  ready  to  be 
made  a  part  of  the  arm  that  we  play  ball  with,  or  the  legs 
that  we  run  with.  Every  time  we  work  or  play  or  think  we 
wear  out  tiny  parts  of  our  bodies,  and  every  time  we  eat,  our 
food  goes  to  mend  these  worn-out  parts,  and  make  them  as 
good  as  new. 


LESSON   3.— NEED  OF  EXERCISE  AND   REST 

There  are  other  ways  in  which  we  can  take  care  of  these 
wonderful  bodies  of  ours.     Let  us  think  what  they  are. 

Sometimes  you  have  chicken  for  dinner.  Have  you  noticed 
a  difference  in  color  between  the  meat  on  a  chicken's  leg  and 
that  on  his  wing  ?  Which  meat  is  more  tender  ?  Which  part 
did  the  chicken  use  more  ?  Why  does  a  horse  have  very 
strong  legs  ?     How  do  a  baby's  arms  get  strong  ? 

By  such  questions  develop  the  idea  that  every  part  of  the 
body  grows  strong  by  exercise. 

Many  children  are  unwilling  to  go  to  bed  at  an  early  hour. 
They  must  be  taught  that  plenty  of  sleep  in  the  first  part  of 
the  night  is  another  important  essential  to  growth.  Show 
them  the  picture  in  this  lesson  of  little  Jessie  Hilton,  and  tell 
them  how  she  got  her  bright  face  and  clear  complexion. 

Early  to  Bed 

Jessie  Hilton  was  never  ready  to  go  to  bed.  "  Let  me  sit 
up  just  a  few  minutes  longer,"  she  used  to  beg  her  mother 


THE   BODY   AS   A   WHOLE 


121 


when  seven  o'clock  came.  "  It's  so  early,  and  I'm  not  one  bit 
tired." 

One  night  Mrs.  Hilton  called  Jessie  to  see  the  new  dress 
she  had  just  finished  for  her.     The  child  was  delighted. 

"Now  I  won't  have  to  wear  my  old  one  any  more,"  she 
said.     "  Fm  so  glad,  for  it's  almost  worn  out." 

"  How  is  it  that  little  girls  don't  wear  out  as  well  as  dresses  ?  " 
asked  her  mother.    "  I  should  think  they  would,  running  about 
and  playing  as  hard  as  they  do  every 
day." 

"  How  funny  ! "  laughed  Jes- 
sie.     "  Of  course  they  don't 
wear     out,     'cause,     'cause 
they're  alive,  I  guess." 

"That     is    one    reason," 
said  Mrs.  Hilton.     "But 
they  wouldn't  stay  alive 
very  long  if  they  romped 
and  played  all  the  time. 
Every    time   you   run   or 
jump,  or  even   move,  you 
are  wearing  out  your  body 
whether  you  feel  tired  or 
not,  and  these  worn  places  have 
to  be  kept  mended.      We  don't 
use  cloth  and  needles  and  thread 

to  repair  our  bodies  as  we  do  to  mend  dresses.  A  good  break- 
fast and  dinner  will  answer  the  purpose  much  better,  but 
something  else  is  necessary  besides  food,  and  that  is  sleep. 
If  we  get  all  the  rest  and  sleep  we  need  every  night,  this 
will  give  our  bodies  a  chance  to  grow,  and  they  will  be  even 
stronger  than  they  were  before." 

"  Is  that  why  you  make  me  go  to  bed  early  ?  "  asked  Jessie  j 
"  so  I  won't  wear  out  ?  " 


122  SECOND  YEAR 

"That's  just  it,"  said  her  mother.  "I  want  my  little  girl 
to  have  bright  eyes  and  rosy  cheeks  and  a  strong,  active  body, 
so  I  take  care  that  she  gets  a  good  long  sleep  every  night,  with 
plenty  of  fresh  air  in  her  room." 

Do  you  want  to  know  how  Mrs.  Hilton's  plan  succeeded  ? 
She  had  Jessie's  picture  taken  that  summer,  and  here  it  is. 
Don't  you  think  she  looks  like  a  healthy  little  girl  ? 

LESSON  4.  — NEED  OF   CLEANLINESS 

Make  neatness  and  cleanliness  the  fashion.  Commend  those 
who  come  to  school  with  hair  nicely  combed,  face,  hands,  and 
nails  clean,  and  with  spots  washed  off  their  clothes,  and  shoes 
brushed.  It  is  marvelous  to  note  the  growing  and  healthful 
desire  which  may  be  developed  even  in  young  children  to 
improve  their  personal  appearance'. 

How  Dan  got  his  Cherries 

Baby  Marion  had  found  a  prize.  She  trudged  out  to  the  old 
cherry  tree  one  morning,  hoping  to  find  some  of  the  ripe  fruit 
low  enough  for  her  to  reach,  and  there  on  the  ground  was  a 
newspaper  nearly  full  of  bright  red  cherries.  Here  was  luck 
indeed.  Just  as  she  had  gathered  her  treasures  into  her  arms, 
along  came  Dan  Evans  with  both  hands  in  his  pockets.  When 
he  saw  Marion  he  gave  a  low  whistle  of  surprise.  She  had  his 
cherries. 

Dan  was  only  a  rough  boy,  but  he  never  thought  of  taking 
his  property  away  from  a  little  girl,  neither  did  he  want  to 
lose  those  cherries.  He  flung  himself  down  on  the  grass  to 
think  the  matter  over. 

M  arion  drew  back  a  little.  She  was  afraid  of  boys,  and  Dan 
looked  tumbled  and  dirty.  Perhaps  he  would  take  her  cherries 
if  he  got  a  chance.  But  Dan  never  moved.  Marion  ate  one  or 
two,  then  she  began  to  feel  a  little  selfish. 


THE    BODY    AS   A   WHOLE 


123 


"  If  you  were  a  nice  clean  boy,"  she  said  after  a  while,  "  Pd 
give  you  some  cherries." 

Dan  grinned  till  he  showed  all  his  teeth. 

"  Am  I  dirty  ?  "  he  said.  "  Wait  a  minute  then,  and  I'll 
clean  up." 

He  scrubbed  his  face  and  hands  vigorously  in  the  brook 
near  by,  then  presented  himself  again  to  the  little  maid. 


"  Will  I  do  now  ?  "  he  asked. 

Marion  held  out  a  big  cherry  for  reply,  and  soon  the  two 
children  were  eating  away  in  the  most  friendly  fashion. 

"  Do  you  know  what  made  me  look  so  bad  ? "  Dan  asked 
after  a  while.  "  I  got  all  tumbled  up  picking  those  cherries 
this  morning." 

"  Were  they  yours  all  the  time  ?  "  said  Marion.  "  Then  I 
like  you  'cause  you  didn't  take  them  away  from  me,  but  I  like 
you  better  now  you're  clean." 

Name  some  of  the  ways  in  which  the  hands  and  face  get 
soiled.     Can  we  work  or  play  at  anything  and  keep  perfectly 


124  SECOND  YEAR 

clean  ?  "Why  do  we  need  to  bathe  often  ?  Why  should  the 
hands  and  face  be  washed  before  meals  ?  Why  do  we  need 
clean  hands  in  school  ?  clean  faces  ?  How  do  birds  keep 
clean  ?    What  animals  have  you  seen  take  a  bath  ? 

How  do  the  pretty  flowers  and  plants  in  our  gardens  keep  so 
fresh  and  bright  ?  How  do  they  look  when  it  has  been  dry 
and  dusty  for  a  long  time  ?  What  do  the  crops  in  the  fields 
and  the  grass  on  our  lawns  need  to  keep  them  fresh  and 
green  and  growing  ?  How  do  we  keep  our  streets  and  houses 
clean?  How  do  we  clean  our  soiled  clothing?  the  dishes 
from  which  we  eat  our  food  ? 

Get  from  the  children  as  many  reasons  as  you  can  why 
cleanliness  is  both  desirable  and  necessary. 

A  large  china  doll  can  be  used  as  an  object  lesson  in  show- 
ing how  every  part  of  the  face,  neck,  and  hands  should  be 
washed ;  how  the  ears  should  be  kept  clean  and  how  the  nails 
should  be  cared  for  to  keep  them  neat  and  of  the  proper  length. 
Give  only  a  few  of  these  facts  at  a  time,  but  emphasize  by 
repeated  drills  until  each  child  knows  just  how  to  keep  his 
own  hands  and  face  clean. 

At  the  same  time,  do  not  neglect  to  instruct  the  class  as 
to  the  proper  place  for  cleaning  the  nails,  remembering  that 
many  children  have  little  or  no  training  in  etiquette  at 
home. 

Ask  the  children  what  kind  of  men  and  women  they  would 
like  to  be  when  grown.  All  will  want  to  be  tall  and  strong, 
with  clear  eyes,  quick  ears,  and  able  to  think  well  and  readily. 
Bring  out  these  facts,  then  write  on  the  board  at  their  dicta- 
tion a  review  of  the  essentials  to  such  growth  and  development 
already  brought  out  in  this  lesson. 

How  many  have  a  bird  at  home  or  some  other  pet?  Let 
them  decide  whether  their  pets  need  proper  kinds  of  food, 
plenty  of  sunshine,  a  chance  to  exercise  and  rest,  water  to 
drink  and  loathe  in,  in  order  to  grow  and  keep  well.     Would 


THE  BODY   AS  A   WHOLE  125 

it  be  a  good  plan  to  feed  them  anything  which  might  make 
them  sick,  or  stop  their  growth  ?  Ought  we  to  be  any  less 
careful  of  ourselves  than  of  our  pets  ?  Who  can  give  a  reason 
why  children  should  never  taste  beer  or  any  other  liquor  which 
has  alcohol  in  it  ? 

LESSON   5.  — THE  TEETH 

Have  ready  on  the  board  drawings  of  the  teeth  as  they 
appear  in  each  jaw,  also  an  enlarged  drawing  of  a  single  tooth. 
Ask  the  children  to  come  one  at  a  time  to  the  board  and  find 
some  of  the  differences  between  the  front  and  back  teeth. 

Why  do  we  need  teeth  with  thin  sharp  edges  in  front? 
Which  teeth  do  we  use  mostly  in  chewing  our  food  ?  How  are 
they  shaped  ?     What  kind  of  teeth  has  the  cat  ?  the  horse  ? 

Bring  to  the  class  a  tooth  and  show  the  hard  smooth  sub- 
stance which  covers  it.  Explain  how  this  keeps  the  tooth  strong 
and  well  and  prevents  it  from  aching,  just  as  the  skin  on  our 
bodies  keeps  them  from  getting  hurt.  Tell  the  class  that  this 
covering  is  very  thin,  and  that  if  we  bite  hard  substances  with 
our  teeth  we  may  crack  it  or  even  split  it  off  in  places ;  then 
the  tooth  will  soon  ache. 

Show  that  clean  teeth  and  a  clean  mouth  are  necessary 
because  the  inside  of  the  mouth  is  so  warm  that  bits  of  food 
left  there  soon  begin  to  spoil  and  hurt  the  teeth.  Explain 
just  how  the  toothbrush  should  be  used,  first  up  and  down 
the  teeth,  then  across  them  both  front  and  back. 

Teach  the  children  to  brush  their  teeth  gently  but  thoroughly 
after  each  meal,  using  a  soft  brush  and  plenty  of  warm  water, 
taking  care  to  clean  the  back  side  of  the  teeth  as  well  as  the 
front.  Show  them  also  how  to  remove  particles  from  the 
spaces  between  the  teeth  by  using  bits  of  floss  silk. 

Tell  them  the  story  of  Colonel  Roosevelt  and  his  Rough 
Riders  as  they  went  into  the  battle  at  El  Caney.     All  the 


126  SECOND  YEAR 

luggage  had  to  be  left  behind  except  the  mackintoshes 
which  protected  the  men  from  the  heavy  rains,  but  they 
needed  their  toothbrushes  so  much  that  they  stuck  them  into 
their  hatbands  and  carried  them  in  this  way  rather  than  go 
without  them.  Form  a  toothbrush  brigade  in  your  own  school 
for  each  boy  and  girl  to  join  who  will  try  to  take  as  good 
care  of  their  teeth  as  did  this  regiment  of  United  States 
soldiers. 

LESSON  6.  —  CIGARETTES  SPOIL  THE  LOOKS   OF  THE  TEETH 

Arthur's  mother  has  taught  her  little  boy  to  take  care  of 
himself  in  a  great  many  ways.  In  warm  weather  he  often 
goes  barefooted,  but  he  always  washes  his  own  feet  and  hands 
and  brushes  his  teeth  before  he  goes  to  bed. 

One  night  he  started  up  to  bed  with  his  arms  full.  His  pet 
kitten,  Muff,  and  Towser  the  puppy,  sleep  in  little  baskets 
just  outside  Arthur's  door.  He  tried  to  carry  them  both  up- 
stairs at  once  and  his  Noah's  Ark  too,  but  he  soon  found  that 
this  was  too  much  of  a  load  for  a  little  boy,  and  Towser  had 
to  be  left  behind  to  do  his  own  climbing. 

When  his  mother  came  up  to  tuck  him  into  bed,  he  asked 
if  Muff  and  Towser  didn't  need  to  have  their  teeth  brushed. 

Mrs.  Grant  told  him  that  dogs  and  cats  know  how  to  keep 
themselves  clean  better  than  any  one  can  do  it  for  them. 
They  are  very  neat  and  nice  in  all  their  ways  if  given  an 
opportunity,  much  more  so  than  many  people.  You  never 
saw  a  dog  with  black  teeth ;  they  are  always  white  and  shin- 
ing like  ivory.  One  reason  is  that  dogs  never  smoke  cigarettes 
or  chew  tobacco. 

No  one  who  uses  tobacco  will  have  nice  looking  teeth  very 
long.  They  soon  have  a  dirty  yellow  color  which  spoils  their 
appearance.  Then  we  cannot  get  them  clean,  no  matter  how 
carefully  we  brush  them.  There  is  a  strong  odor  about  them, 
too,  which  no  one  likes.      Tobacco  users  often  spit  out  the 


THE   BODY   AS  A  WHOLE 


127 


juice  on  the  sidewalks  or  in  other  places  where  people  must 
walk.  No  one  who  wishes  to  be  truly  clean  will  smoke 
cigarettes  or  use  tobacco  in  any  way. 

The  Care  of  the  Hair 

Read  to  the  class  the  following  story  of  the  "  Snarlies  "  and 
then  sketch  Mrs.  Brush  and  Mr.  Comb  on  the  board.  This  pic- 
ture, with  an  occasional  allusion  to 
the  story,  will  be  of  great  aid  in 
keeping  snarls  out  of  the  children's 
hair. 

The    Snarlies    got   into    a  little  girl's 

hair; 
They  said,   "Let  us  make  us  a  little 

nest  there." 
Mrs.  Brush  came  along,  and  she  said, 

«  Oh,  no, 
This  little  girl's  hair  was. not  meant  to 

look  so."  <c^< —  iM 

The  Snarlies  determined  that  there  they  would  stay  ; 
They  wanted  to  sleep,  and  they  wanted  to  play. 
So  they  said,  "  Mrs.  Brush,  you  are  not  doing  right ; 
If  you  don't  go  away,  we  will  tie  you  up  tight ; 
To  stay  in  this  hair  is  our  greatest  delight." 

So  then  Mrs.  Brush  sent  for  good  Mr.  Comb, 
And  asked  him  to  help  send  the  Snarlies  all  home  ; 
And  together  they  drove  every  Snarly  away, 
And  told  them  in  some  other  place  they  must  stay  ; 
Then  wasn't  that  little  girl  happy  and  gay  ! 1 


There  will  be  no  difficulty  in  persuading  the  class  that  well- 
combed  hair  looks  better  than  snarls,  and,  by  an  encouraging 
word  and  smile  now  and  then,  in  commendation  of  those  who 

1  Charlotte  E.  L.  Slocum,  in  Our  Little  Men  and  Women. 


128  SECOND  YEAR 

have  tried  to  make  themselves  tidy,  quite  a  change  may  be 
wrought  in  the  general  appearance  of  the  class. 


MEMORY  POINTS 

Our  bodies  are  made  up  of  many  parts  because  we  have  many 
different  things  to  do. 

Our  bodies  are  all  the  time  wearing  out  because  we  use  them  so 
much. 

We  need  plenty  of  wholesome  food  to  keep  them  in  repair. 

Exercise  helps  every  part  of  the  body  to  grow  strong. 

Children  need  plenty  of  sleep. 

Fresh  air  and  sunshine  aid  growth. 

Every  part  of  the  body  should  be  kept  clean. 

The  hair  and  teeth  should  be  well  brushed  every  day. 

Cigarettes  spoil  the  appearance  of  the  teeth. 

Alcohol  and  tobacco  htirt  the  body  and  stunt  its  growth. 

EMINENT  AUTHORITIES  FOR  THE  TEACHER 
Cleanliness 

Cleanliness  covers  a  large  part  of  the  field  of  sanitary  labor. 
Cleanliness,  that  is  purity  of  air ;  cleanliness,  that  is  purity  of 
water ;  cleanliness  in  and  around  the  house ;  cleanliness  of 
person ;  cleanliness  of  dress ;  cleanliness  of  food  and  feeling ; 
cleanliness  in  work ;  cleanliness  of  life  and  conversation  j 
purity  of  life,  temperance,  —  all  these  are  in  man's  power. 
Modern  knowledge  of  bacteria  has  given  enormous  impetus 
to  cleanliness  in  medicine.  —  Journal  of  Hygiene. 

The  stunted  growth,  the  increasing  number  of  weak,  sickly 
children,  arrested  alike  in  their  moral  and  their  physical  devel- 
opment, and  the  increase  of  crime  —  all  these  are  to  be  laid  at 
the  door  of  alcoholism.  —  K  S.  Davis,  M.D.,  LL.D.,  F.R.S. 


FOOD  129 

Alcohol  destroys  the  body  and  undermines  the  health.  — 
A.  Baer,  M.D.,  Royal  Sanitary  Commissioner,  Berlin. 

The  tobacco  habit  is  injurious  to  health,  to  scholarship,  and 
to  character.  It  weakens  the  will,  diminishes  the  power  of 
application,  and  lowers  the  tone  of  thought  and  feeling. 
Excessive  smokers  are  uniformly  poor  scholars.  —  W.  D. 
Hyde,  D.D.,  President  of  Bowdoin  College. 


FOOD 
LESSON  7.  — WHAT  FOOD   IS  FOR 

Teacher  (holding  a  doll)  :  "  I  must  tell  you  what  happened 
to  Doll  Marion  last  week. 

"  My  little  niece  took  her  to  play  in  the  orchard  and  forgot 
to  carry  her  home.  The  next  day  she  went  to  my  uncle's  for 
«,  little  visit.  The  day  she  came  home  her  brother  found 
Marion  in  a  bush  and  brought  her  to  me. 

"You  may  look  at  her  carefully  and  see  if  she  has  been 
harmed." 

Carrie :  "  Her  clothes  are  rather  soiled  and  she  looks  as  if 
she  had  been  out  in  the  rain,  but  I  don't  think  she  is  hurt  at 
all." 

Teacher:  "Suppose  Carrie  had  been  left  alone  in  the  fields 
or  woods  as  the  doll  was,  with  no  food  for  a  week,  with  no 
shelter  from  sun  and  rain,  what  would  have  happened  to 
her?" 

"  She  would  have  died  just  as  the  '  Babes  in  the  Wood ' 
did,"  said  Ada. 

Teacher :  "  But  here's  Doll  Marion  as  gay  and  smiling  as 
ever." 

Percy :  "  She's  only  a  doll ;  she  isn't  alive.  A  doll  doesn't 
eat." 

OR.    LESS.    IN    HV.  9 


130  SECOND  YEAR 

Teacher :  "  Suppose  Daisy  doesn't  feed  her  canary  or  Donald 
his  dog  for  a  week  —  what  then  ?  " 

Cecille :    "  They  would  both  die." 

Teacher :    u  What  do  living  things  need  to  keep  them  alive  ?  " 

All  living  creatures  from  the  great  elephant  down  to  the 
tiniest  insect  must  take  food  to  keep  them  alive. 

Teacher :  "  Suppose  I  put  Carrie  in  a  room  and  give  her  a 
little  food  —  just  enough  to  keep  her  alive.  Will  that  be  all 
that  is  necessary  ?  " 

Norman:  "No,  indeed,  she  would  be  hungry  all  the  time 
and  cry." 

Teacher :  "  If  I  asked  her  to  carry  a  heavy  basket  for  me 
when  she  had  not  had  enough  to  eat,  could  she  do  it  ?  " 

Guy :   "  She  would  be  too  weak,  she  could  not  carry  it." 

Teacher :   "  What  does  food  do  besides  keeping  us  alive  ?  " 

Mabel:   "It  makes  us  strong." 

Teacher:  "There  was  once  a  little  boy  who  lived  in  a  dark 
alley  in  a  great  city.  This  child  was  very  small,  no  larger 
than  children  usually  at  five.  One  could  hardly  believe  he 
was  nine  years  old. 

"  He  went  into  the  country  to  stay  with  a  kind  farmer  and  his 
wife.  There  he  had  all  the  good  food  he  wanted,  and  in  two 
months  he  had  to  have  a  new  suit  of  clothes  although  he  had 
not  worn  out  the  one  he  came  in.     Why  was  this  ?  " 

Hugh :    "  I  think  he  grew  fast." 

Teacher :  "  That  is  it ;  the  good  food  and  air  and  sunshine 
began  to  change  him  at  once  from  a  puny,  thin,  undersized 
child,  to  the  size  he  should  have  been." 

LESSON   8.— WHAT   TO  EAT 

Show  a  picture  of  a  cow  grazing,  another  of  a  girl  or  boy  at 
a  table  eating  bread  and  milk. 

Call  attention  to  the  first  and  ask,  What  is  the  cow  eating  ? 


FOOD 


131 


What  is  the  child  eating  ?  Suppose  Lillie  and  Tom  went  into 
the  pasture  and  tried  to  make  a  dinner  of  grass,  or  into  the 
barn  and  munched  the  dry  hay,  as  the  cow  does,  would  they 
thus  get  a  good  dinner  ?  Would  the  cow  like  bread  and  milk 
as  well  as  hay  ? 

Explain  that  God  has  provided  the  food  needed  for  every 
living  creature,  and  such  food  as  each  needs  to  build  it  up, 
to  repair  the  waste,  and  keep  it  strong.  What  do  birds  eat  ? 
Wliat  does  the  Eskimo  eat  ? 

The  Eskimo  lives  in  a  cold  country  and  eats  foods  that 
make  fat  because  he  needs 
such  to  keep  him  alive  in 
the  great  cold. 

People  in  cold  countries 
need  fatty  and  oily  food 
to  keep  the  body  warm. 

People  in  warm  coun- 
tries eat  fruit  and  vege- 
tables which  keep  the 
body  cool. 

A  mixed  diet  is  best 
in  countries  partly  hot, 
partly  cold. 

In  the  winter  we  should  take  food  that  will  protect  the  body 
against  the  cold. 

In  the  summer  we  should  take  less  fatty  food  and  should  eat 
cooling  foods :    grains,  vegetables,  fruit,  and  only  a  little  meat. 

What  foods  do  most  to  build  up  the  body  and  keep  it 
strong  ? 

Milk,  bread  from  whole  grains,  fruit,  vegetables,  and  meat 


A  Good  Breakfast  for  a  Child 
Emit,  oatmeal,  cream,  bread,  eggs. 


132  SECOND  YEAR 


A  Good  Lunch 

Pea  or  bean  soup,  bread,  fruit  —  raw  or  stewed  —  and  very 
light  plain  cake. 

A   Good   Dinner 

Meat  —  beef  or  lamb. 

Vegetables  —  potatoes,  beans,  or  peas  in  season. 
Salad  —  lettuce  or  other  green  vegetable  dressed  with  oil  and 
a  little  lemon  juice. 

Dessert  —  fruit  stewed  or  raw,  or  a  very  simple  pudding. 

LESSON  9.  — WHEN  WE  SHOULD  EAT  AND  HOW  MUCH 

Explain  that  what  we  eat  goes  into  the  stomach,  and  that 
the  stomach  has  to  get  the  food  ready  to  make  us  strong  and 
well  and  keep  us  alive. 

Ask  the  children  how  they  would  like  to  be  called  in  every 
time  they  went  out  to  play,  to  do  some  piece  of  work.  Would 
they  like  to  be  awakened  in  the  middle  of  the  night  to  work  ? 

The  stomach  needs  times  of  rest  as  well  as  other  parts  of  the 
body.  If  we  make  it  work  at  any  and  every  time  it  becomes 
tired,  gets  sick,  and  works  poorly ;  sometimes  it  refuses  to 
work  at  all. 

Suppose  mother  said,  "  I'll  not  get  breakfast  until  ten  o'clock 
when  you  are  in  school ; "  would  you  like  it  ?  How  often  should 
we  eat  ? 

Develop  the  idea  of  regularity  in  work  and  play.  Show  how 
much  in  life  depends  upon  doing  things  at  the  right  time  and 
place.  Make  plain  the  idea  of  confusion  that  arises  when 
things  are  done  irregularly.  Show  that  irregularity  in  eating 
causes  confusion  in  the  stomach.  Teach  that  because  things 
do  not  distress  us  at  the  time  we  take  them,  that  is  no  sign 
they  are  harmless.  Nature  does  not  always  require  her  bills 
paid  on  presenting. 


FOOD  133 

MEMORY  POINTS 

Every  living  thing  needs  food. 

Food  keeps  us  alive,  makes  us  grow,  and  gives  us  strength. 

In  warm  weather  we  should  choose  fruits  and  vegetables  for  a 
large  part  of  our  food. 

In  temperate  climates  a  mixed  diet  is  best. 

Very  rich  food  is  not  good  for  the  body. 

In  the  morning  the  body  is  rested  from  the  night's  sleep  and 
needs  food  to  strengthen  it  for  the  work  of  the  day. 

At  noon  the  body  needs  food  to  supply  what  has  been  used  up 
during  the  morning  hours. 

At  night  we  need  food  to  supply  what  has  been  lost  during  the 
afternoon,  and  what  will  be  needed  during  the  long  hours  of 
resting  at  night. 

Grown  people,  and  children  large  enough  to  go  to  school,  who 
are  in  good  health,  do  not  usually  need  to  eat  between  meals. 

Do  not  keep  nibbling  at  all  times. 

A  stomach  that  is  well  treated  will  be  a  good  friend  for  life. 

Alcohol  is  not  a  food ;  it  is  bad  for  the  stomach. 

EMINENT   AUTHORITIES  FOR  THE  TEACHER 
Alcohol  is  not  a  Food 

Alcohol  is  not  in  any  sense  a  true  food-stuff.  Containing  no 
nitrogen,  it  cannot  contribute  to  the  muscular,  the  nervous,  or 
the  glandular  systems.  It  fails  to  meet  the  demand  of  the 
body  for  proteid  material,  and  so  supplies  no  necessity  of  life. 
—  A.  F.  Blaisdell,  M.D. 

Brimstone  can  be  burned  in  the  furnace  of  a  steam  engine, 
but  it  would  not  be  proper  fuel,  and  would  destroy  the  engine. 
So  alcohol  is  not  entitled  to  be  called  a  food,  as,  even  if  burnt, 
it  does  harm  to  the  apparatus.  —  Lauder  Brunton,  M.D., 
F.R.S. 


134  SECOND  YEAR 

Alcohol  does  not  build  up  the  Body 

.Neither  alcohol  nor  tobacco  supplies  any  material  for  the 
growth  or  repair  of  organized  structures.  Their  presence 
diminishes  the  activity  of  both  vegetable  and  animal  nutri- 
tion and  growth.  —  K  S.  Davis,  M.D..  LL.D.,  F.R.S. 

Alcohol  injures  Growing  Tissue 

According  to  the  highest  authorities,  alcohol  exerts  an  exceed- 
ingly deleterious  action  on  rapidly  growing  tissues,  interfering 
with  their  nutrition,  and  preventing  the  development  of  their 
proper  function.  —  G.  Sims  Woodhead,  M.D. 


THE   SENSE   OF   TASTE 
LESSON   10.  — WHAT   TASTE   IS   FOR 

Supply  each  child  at  the  beginning  of  the  recitation  with  a 
tiny  gingersnap.  Ask  what  they  can  tell  about  the  ginger- 
snap  by  looking  at  it,  then  by  touching,  smelling,  and  last  by 
tasting  it. 

Using  a  similar  device,  bring  out  what  the  children  know  of 
the  sense  of  hearing. 

Teacher :  "  Here  are  two  apples ;  one  is  sweet,  the  other  is 
sour.     Harry,  which  is  the  sour  one  ?  " 

Harry :  "  I  do  not  know." 

Teacher:  "He  cannot  tell  by  the  sense  of  sight  which  of 
these  apples  is  the  sweet  one.  Let  us  see  if  he  can  find  out  by 
the  sense  of  touch." 

The  teacher  cuts  the  skin  from  a  small  place  in  each  apple, 
and  asks  Harry  to  touch  each  at  that  point  with  his  fingers, 
and  to  tell  which  the  sweet  one  is. 

Harry:  "They  both  feel  alike." 


THE   SENSE  OF   TASTE  135 

Develop  the  fact  that  neither  the  sense  of  sight  nor  of  feel- 
ing can  tell  us  which  apple  is  the  sweet  one. 

Teacher :  "  How  can  Harry  find  out  which  is  the  sweet 
apple?" 

He  can  tell  which  the  sweet  apple  is  by  tasting  it. 

What  does  taste  tell  us  about  a  peanut  which  we  could  not 
find  out  in  any  other  way  ? 

Which  one  of  our  senses  tells  us  that  the  kernels  of  green  corn 
are  good  to  eat,  but  that  the  husks  which  grow  around  them 
are  not  good  ? 

The  sense  of  taste  tells  us  what  is  good  to  eat. 

Teacher:  "Let  us  see  if  this  sense  tells  us  anything  about 
things  which  are  not  good  to  eat.  I  will  tell  you  a  story  which 
will  help  you  to  answer." 

Harold's  Maple  Sugar 

"  What  do  you  think  Uncle  Frank  tucked  into  my  bag  just 
before  I  came  away?"  said  Harold  Wilson's  mother  to  her 
eight-year-old  son,  the  day  after  her  return  from  a  long  visit 
in  Vermont. 

"  Something  for  me?"  cried  Harold,  dancing  up  and  down 
in  great  excitement.     "  Oh,  mother,  do  tell  me  what  it  is." 

"It's  sweetness  from  the  very  heart  of  the  maple  woods,"  said 
Mrs.  Wilson,  smiling  at  his  eagerness.     "  Now  can  you  guess  ?  " 

"  Maple  sugar,  maple  sugar  ! "  shouted  Harold.  "  Please  do 
tell  me  quick  where  it  is ;  it's  been  so  long  since  I've  had  any 
I've  forgotten  almost  how  it  tastes." 

"It  is  on  the  second  shelf  in  the  storeroom,  just  beyond 
the  —  "  but  Harold  was  out  of  sight  and  hearing. 

A  moment  later  he  flew  back  to  his  mother,  spluttering  and 
choking  and  crying  between  his  sobs :  — 

"  'Tisn't  maple  —  sugar  —  't  all ;  't's  nothing  —  but  —  old  — 
brown  —  soap." 


136 


SECOND  YEAR 


"  Why,  my  dear  boy,  you  got  hold  of  the  wrong  package. 
The  sugar  is  there.  The  cakes  do  look  something  alike,  but  it 
doesn't  take  very  long  to  find  out  the  difference  when  one  has  — " 

Let  the  children  supply  the  word. 

What  is  the  second  thing  which  taste  tells  us  ? 

The  sense  of  taste  tells  us  what  things  are  not  good  to  eat. 


Does  taste  help  us  remember  to  eat  our  breakfast  in  the 
morning  ? 

Name  some  good  wholesome  foods  which  give  us  pleasure, 
and  also  some  things  which  are  unpleasant  to  the  taste. 

Taste  is  meant  to  give  us  pleasure  so  that  we  may  enjoy  the 
food  we  need  to  eat. 

Teacher :  "  What  kind  of  food  does  us  more  good,  that  which 
we  like,  or  what  is  disagreeable  ?  " 


THE   SENSE   OF   TASTE 


137 


Call  attention  to  the  fact  that  taste,  as  some  one  has  said,  is 
the  "watchdog  of  the  stomach,"  whose  duty  it  is  to  see  that 
we  do  not  eat  what  might  do  us  harm. 

Wholesome  food  which  is  not  pleasant  to  our  taste  does  not 
do  us  so  much  good  as  wholesome  food  which  we  like. 

Lead  the  class  to  see  that  a  taste  for  wholesome  food,  which 
we  may  not  like  at  first,  may  be  cultivated,  and  that  we  should 
try  to  like  such  food  as  will  make  us  grow  and  keep  us  strong 
and  well. 


LESSON   11.  — WHY  HELEN   DID  NOT  EAT   HER  CANDY 

It  was  the  day  after  Christmas,  and  Helen  was  lost.  Her 
mother  called  and  called,  but  no  Helen.  At  last  she  opened 
the  door  of  the  back  parlor  and 
saw  a  woe-begone  little  figure 
curled  up  on  the  sofa. 

"  Oh,  here  you  are,"  said 
her  mother.     "Just  see 
what  Aunt  Kate  has  sent 
you  —  another    box    of 
candy." 

Most    children    would 
have    been    pleased,    but 
Helen   wasn't ;     she   shook 
her  head  and  began  to'  cry. 

"Why,  my   dear,  — "   said 
her  mother.     Then  she  saw  an 
empty  box  on  the  floor  which  told 
the  whole  story,  for  it  had  been  full 
of  candy  that  morning. 

What  was  the  matter  with  Helen,  and  how 
did  her  mother  know  what  made  her  feel  sick  ? 


138  SECOND  YEAR 

If  we  eat  too  much  of  anything  just  because  it  tastes  good, 
we  may  lose  our  taste  for  it. 

How  many  of  you  ever  tried  to  eat  a  very  hot  potato  that 
burned  your  mouth  ?  What  happens  to  our  sense  of  taste  at 
such  times  ? 

We  caunot  taste  so  well  when  the  mouth  or  tongue  has  been 
burned. 

This  sense  is  so  very  delicate  we  must  take  care  that  it  is 
not  injured  in  any  way.  Mention  some  of  the  things  which 
are  most  likely  to  hurt  it  and  make  it  unfit  to  do  its  proper 
work. 

If  the  children  cannot  do  this  at  once,  help  them  by  a  few 
suggestive  questions  until  they  know  that  biting  things  such 
as  pepper,  mustard,  spices,  when  taken  in  any  but  very  small 
quantities,  may  injure  the  taste  for  good  food. 

Tobacco  will  blunt  and  harm  the  sense  of  taste. 

Teacher:  "If  we  injure  this  sense  by  such  things,  how  will 
good  food  taste  to  us  ?  " 

Help  the  pupils  to  realize  that  when  the  taste  has  been 
blunted  by  the  use  of  any  strong,  biting  substance,  good  food 
will  taste  flat,  and  we  cannot  so  well  enjoy  its  delicate  flavors. 

Call  attention  to  the  fact  that  people  who  have  injured  their 
sense  of  taste  by  alcoholic  drinks,  very  often  use  too  much 
pepper  or  salt  or  mustard  to  make  food  taste  as  they  think  it 
ought.  In  that  way  they  blunt  this  sense  still  more,  and  so 
lose  much  of  the  pleasure  these  things  taken  in  small  quantities 
are  meant  to  give. 

Develop  some  of  the  differences  between  the  sense  of  taste 
in  animals  and  human  beings.  What  foods  taste  good  to  dif- 
ferent animals  which  people  could  not  eat  at  all  ?  What 
foods  do  we  like  which  they  do  not  ? 

Show  that  animals  are  often  wiser  than  people  in  their  care 


THE   SENSE   OF   TASTE  139 

of  the  sense  of  taste,  for  they  do  not  eat  more  than  they  need, 
nor  do  they  eat  substances  which  hurt  this  sense. 

Taste  is  one  of  the  senses  which  we  need  most  to  control. 

Eead  aloud  to  the  class  Mrs.  Ewing's  Story  of  a  Short  Life, 
showing  how  one  little  boy,  who  had  at  first  no  idea  of 
self-control  and  made  every  one  around  him  miserable  because 
he  could  not  go  to  war  and  be  a  brave  soldier,  learned  little  by 
little  to  master  his  temper  and  speak  softly  when  he  was  in 
pain,  until  every  one  came  to  love  him  and  think  him  braver 
than  if  he  had  faced  an  enemy  on  the  battlefield. 

Teach  the  children  to  see  that  in  controlling  themselves  in 
the  sense  of  taste,  they  have  taken  a  long  step  toward  self- 
mastery. 

LESSON   12. —TABLE  MANNERS 

Children  often  feel  that  even  the  most  common  rules  of 
table  etiquette  are  arbitrary  and  unreasonable.  It  should  be 
our  aim  to  show  that  this  is  not  the  case,  and  to  teach  the 
relation  which  exists  between  such  rules  and  the  laws  of 
hygiene  and  courtesy ;  that  it  is  neither  healthful  for  ourselves 
nor  polite  to  others  to  eat  rapidly. 

Bring  out  the  fact  that  our  food  needs  to  be  well  chewed 
and  mixed  with  the  juices  of*  the  stomach,  if  it  is  to  do  us 
good  and  make  us  grow  strong  and  healthy. 

Teacher:  "How  many  think  it  good  table  manners  to  be 
cross  and  glum  over  your  breakfasts  or  dinners  because  you 
feel  out  of  sorts  or  because  the  special  kinds  of  food  you 
like  best  are  not  served  ?  " 

We  want  sweet  bright  faces  always  when  we  come  to  the 
table. 

What  should  we  talk  about  when  we  eat  ? 


140 


SECOND   YEAR 


Which  meal  tastes  better,  that  which  is  made  cheerful  by 
pleasant  talk  and  a  good  laugh  now  and  then,  or  one  eaten 
almost  in  silence  ? 

Our  food  tastes  better  and  does  us  more  good  when  we  are 
happy  and  talk  pleasantly  at  the  table. 

Make  the  noon  lunch  hour  an  object  lesson  in  good  table 
manners.     If  the  teacher  acts  as  hostess  and  her  pupils  as 


guests  on  such  occasions,  and  if  the  illusion  of  play  is  kept  up 
throughout,  the  hour  may  be  made  most  enjoyable  as  well  as 
instructive ;  while  the  spirit  of  politeness  and  thoughtfulness 
for  others  will  become  natural  to  the  children,  not  to  be  laid 
aside  when  the  play  is  over,  but  going  with  them  into  their 
own  homes  as  a  leaven  of  refinement. 


MEMORY  POINTS 


The  sense  of  taste  tells  us  the  difference  between  foods. 

It  tells  us  what  things  are  good  and  what  are  not  good  to  eat. 

Taste  helps  us  to  enjoy  our  food. 


THE   GRAPE   AND  WINE  141 

If  we  eat  too  much  of  any  kind  of  food,  we  may  lose  our  taste 
for  it. 

Much  pepper  or  spice  of  any  kind  will  be  likely  to  blunt  the 
taste. 

Drinks  which  have  alcohol  in  them  may  blunt  this  sense. 

Tobacco  harms  the  sense  of  taste. 

We  must  always  control  the  sense  of  taste. 

Food  tastes  better  and  does  us  more  good  when  it  is  eaten  slowly. 

No  one  should  come  to  the  table  feeling  cross  or  angry. 

EMINENT   AUTHORITIES  FOR   THE  TEACHER 
Alcohol  hurts  the  Senses 

Careful  experiments  have  proved  paralysis  of  the  special 
senses  of  smell,  taste,  touch,  sight,  and  hearing  after  small 
doses  of  alcohol.  —  Captaix  P.  W.  O'Gorman,  D.P.H.  Cantab. 

Alcohol  diminishes  the  acuteness  of  all  the  senses.  — 
Charles  Shepard,  M.D. 

Tobacco  blunts  the  Sense  of  Taste 

The  use  of  tobacco  tends  to  blunt  all  the  senses  and  to 
weaken  the  action  of  all  the  nerves  of  sensation.  The  persist- 
ent smoking  of  tobacco  often  renders  a  person  almost  incapa- 
ble of  distinguishing  flavors.  —  W.  E.  Baldwin,  M.D. 


THE    GRAPE   AND   WINE 

LESSON   13.  — OBJECT   LESSON   ON   GRAPES 

Before  this  lesson  is  to  be  presented  place  upon  the  board 
a  sketch  of  two  bunches  of  grapes,  putting  a  face  with  a  smil- 
ing mouth  on  each  grape  in  one  bunch,  and  sad-looking  faces 
with  mouths  turned  down  on  the  grapes  of  the  other  bunch. 


142  SECOND  YEAR 

Have  also  on  hand  grapes  of  different  colors,  a  glass  of 
grape  jelly,  a  bunch  of  raisins,  an  apple,  plum,  or  other  fruit. 

Hold  up  the  grapes  and  ask  the  class  to  describe  their  shape 
and  color.  Find  what  other  kinds  of  grapes  they  have  seen 
and  tasted.  Bring  out  the  following  facts  by  questions  and 
illustration  :  — 

There  are  purple  grapes,  and  others  which  are  red,  white, 
green,  and  black. 

Some  grapes  are  round,  and  some  are  shaped  like  plums. 

Grapes  have  a  tough  skin. 

There  are  seeds  inside  of  grapes. 

A  field  that  is  planted  with  grapes  is  called  a  vineyard. 

Show  the  apple,  plum,  pear,  and  other  fruits,  and  ask  the 
children  to  compare  their  size,  color,  and  taste,  with  that  of 
the  grape. 

What  kind  of  grapes  do  you  like  best  to  eat  ? 

Hold  up  the  glass  of  jelly,  ask  what  it  is,  and  if  they  have 
ever  seen  it  made. 

Show  the  bunch  of  raisins  and  find  how  many  can  tell  what 
they  are  made  from. 

Raisins  are  dried  grapes. 

LESSON   14.— A   VISIT   TO   THE   VINEYARD 

Hazel  and  Fred  Burton  had  just  moved  to  California,  where 
the  big  white  grapes  grow.  Not  far  from  the  house  where 
they  lived  was  a  large  vineyard,  in  the  center  of  which  stood 
a  long,  low  house  or  shed.  No  one  lived  there,  and  the 
children  often  wondered  what  it  was  for.  By  and  by  the 
grapes  began  to  ripen,  and  one  day  the  children  saw  men  and 
boys  going  through  the  vineyard,  cutting  the  clusters  of  ripe 
grapes  from  the  long  rows  of  vines.  Fred  asked  his  father 
what  they  did  with  the  grapes. 


THE    GRAPE    A XI)    WINE 


143 


"  They  are  curing  them  for  raisins,  my  son,"  said  his  father ; 
"  I  will  take  you  over  to  the  vineyard  and  show  you  how  it  is 
done." 

The  next  day  Fred,  Hazel,  and  their  father  visited  the  vine- 
yard. They  found  large  racks  upon  which  clusters  of  grapes 
cut  the  day  before  were  drying  in  the  sun.  In  the  shed,  they 
found  many  girls  sorting  the  dried  grapes  or  raisins,  and  pack- 


ing them  in  boxes,  ready  to  be  sent  away  on  the  cars  to  all 
parts  of  the  United  States. 

Fred  said  he  fancied  the  grapes  were  smiling  on  the  racks, 
because  they  were  going  to  be  so  sweet  and  nice  for  people  to 
eat. 

"Yes,"  said  his  father,  "the  grapes  look  merry,  and  the 
owner  looks  merry,  too.  He  knows  he  is  making  the  best 
possible  use  of  his  grapes." 

Fred  imagined  that  those  grapes  looked  like  this  bunch 
(pointing  to  the  picture  on  the  board  with  the  merry  mouths). 


144  SECOND  YEAR 

One  day  when  Mr.  Burton  and  the  children  were  riding 
through  the  country,  they  saw  another  vineyard  which  did  not 
look  like  the  first  one.  They  got  out  of  the  buggy  and  went 
to  see  what  the  men  were  doing  there. 

In  this  vineyard,  instead  of  the  racks  for  drying  the  raisins, 
there  were  several  large  presses  in  which  the  grapes  were 
squeezed  until  all  the  juice  had  run  out. 

"What  are  they  going  to  do  with  all  the  juice,  papa?" 
asked  Fred.    "  Are  they  going  to  make  lots  and  lots  of  jelly  ?  " 

"No,  they  do  not  boil  the  juice,"  said  his  father.  "  They  let 
it  stand,  and  after  a  few  days  it  becomes  changed.  Alcohol 
is  formed  in  it,  and  it  is  called  wine.  Some  people  drink  wine, 
but  thev  alcohol  in  the  wine  is  a  poison  which  may  make  the 
one  who  drinks  it  want  more  wine.  This  may  hurt  his  body 
and  brain  so  that  he  cannot  work  or  think  well.  Wine  often 
makes  people  do  and  say  bad  things.  Sometimes  people  who 
have  taken  wine  make  others  unhappy." 

"  I  do  not  believe  those  grapes  want  to  be  made  into  wine, 
to  make  people  bad  and  unhappy,"  said  Hazel,  as  one  of  the 
men  passed  by  carrying  a  big  basketful  of  the  fruit. 

"  It  is  too  bad  for  men  to  make  a  bad  drink  out  of  grapes, 
when  there  are  so  many  nice  ways  to  use  them,"  said  her  father. 
"  We  will  eat  the  grapes  and  the  raisins  and  never  touch  the 
wine." 

How  Wine  is  Made 

Call  the  attention  of  the  children  to  the  dust  on  the  skin  of 
the  grapes,  and  tell  them  about  the  little  plants  called  fer- 
ments which  are  found  in  that  dust. 

How  many  have  seen  moss  growing  on  the  trunks  of  trees, 
and  on  the  roofs  of  cottages  ?  This  moss  is  a  tiny  plant. 
Other  little  plants  very  much  smaller  than  moss  are  found  in 
the  dust  on  the  grapes,  plants  so  small  that  we  cannot  see  them 
without  a  strong  glass  called  a  microscope. 


THE   GRAPE   AND   WINE  145 

Explain  that  just  as  the  moss  has  no  means  of  getting  into 
the  heart  of  the  tree,  but  has  to  stay  on  the  outside,  so  these 
other  little  plants  which  grow  on  the  grapes  cannot  get  through 
the  skin  to  hurt  the  grape. 

Crush  a  few  grapes  in  a  cup  and  let  the  children  see  that 
the  dust  and  the  plants  in  it  have  been  washed  into  the  juice. 

Tell  the  class  that  these  tiny  plants  or  ferments*  which  do 
not  hurt  the  grapes  while  the  skin  is  unbroken,  can  change  the 
grape  juice  when  they  get  into  it,  until  it  loses  its  sweet  taste 
and  becomes  a  very  different  liquid.  Fart  of  the  juice  becomes 
a  gas  more  like  air  than  sugar,  and  another  part  becomes  the 
sharp-tasting  liquid  called  alcohol  which  Mr.  Burton  told  the 
children  about. 

Why  does  wine  hurt  those  who  drink  it,  when  the  grapes 
it  is  made  from  are  so  good  to  eat  ? 

Under  the  picture  of  the  unhappy  grapes  let  us  write  some 
sentences,  which  show  that  a  bad  use  of  grapes  makes  people 
very  unhappy  and  sometimes  causes  them  to  say  and  do  wicked 
things.     Who  can  think  of  one  ? 

MEMORY  POINTS 

Grapes  are  of  different  colors  and  shapes. 

They  grow  on  vines. 

Afield  of  grapes  is  called  a  vineyard. 

Ripe  grapes  are  sweet  and  good  to  eat. 

Other  good  uses  for  grapes  are  to  make  them  into  jellies  and 
sauces. 

Raisins  are  dried  grapes. 

People  get  the  grape  juice  by  crushing  the  grapes  and  pressing 
it  out. 

Little  plants  called  ferments  are  found  on  the  skin  of  the  grape. 

When  the  juice  is  pressed  out,  these  ferments  can  change  the 
grape  juice  into  a  gas  and  alcohol. 

OR.    LESS.     IN    in.  10 


146  SECOND  YEAR 

The  poison  alcohol  in  wine  hurts  people  who  drink  it. 
Wine  sometimes  makes  people  who  drink  it  do  and  say  bad 
things. 

Wine  has  made  many  drunkards. 

EMINENT  AUTHORITIES  FOR  THE  TEACHER 

In  fermentation  the  juice  of  grapes  is  changed  from  being 
sweet  and  full  of  sugar  into  a  vinous  liquor  which  no  longer 
contains  any  sugar.  —  Sir  B.  W.  Richardson,  M.D.,  LL.D., 
F.R.S. 

Vinous  fermentation  changes  sugar  into  alcohol.  Grape 
juice  splits  up  into  alcohol  and  carbonic  acid.  —  Gustav 
Bunge,  M.D.,  Basel,  Switzerland. 

All  alcoholic  drinks  are  poisonous  and  injurious  to  health. 
They  should  never  be  used  for  beverage  purposes.  —  H.  New- 
ell Martin,  M.D.,  F.R.S. 


THE   EYE 
LESSON  15.  — PARTS   OF   THE  EYE 

Dull  children  usually  suffer  from  some  physical  defect. 

Test  the  eyes  of  all  pupils  and  assign  the  most  advantageous 
seats  to  those  who  may  be  near-sighted.  If  spectacles  seem 
necessary,  suggest  that  an  oculist  be  consulted  at  once. 

Teacher :  "  I  am  thinking  about  a  part  of  the  face.  Let 
me  tell  you  something  about  it  while  you  try  to  guess  what  it 
is.  It  is  shaped  somewhat  like  a  ball,  but  we  can  see  only 
one  side  of  it.  Most  of  it  is  tucked  away  in  a  kind  of  bony 
cradle  to  keep  it  from  getting  hurt,  for  it  is  very  delicate,  and 
precious.  It  is  not  fastened  into  its  cradle  so  tightly  that  it 
cannot  move  at  all.  We  can  move  it  up  and  down  and  from 
side  to  side  whenever  we  like.     In  the  daytime  it  is  almost 


THE   EYE  147 

always  in  motion.  A  curtain  lined  with  pink  and  edged  with 
a  curious  sort  of  fringe  hangs  in  front  of  it,  and  this  can  be 
let  down  to  cover  it  all  up  when  night  conies  and  it  needs  to 
rest,  or  when  anything  comes  near  which  might  hurt  it. 

"Who  knows  what  a  camera  is?  This  part  of  the  face 
which  I  am  telling  you  about  is  like  a  camera  in  some  respects ; 
at  least  you  can  take  pictures  with  it  of  anything  you  like, 
and  you  do  take  them  all  the  time  except  when  you  are  asleep. 

"  How  many  know  what  part  I  am  thinking  about  ?  " 

The  part  of  the  face  you  are  thinking  of  is  the  eye. 

Teacher  :  "  To-day  we  are  going  to  find  out  something  new 
about  these  wonderful  little  cameras  of  ours,  as  we  may  call 
them.  Arthur  may  draw  the  curtain  and  let  us  see  what  we 
have  on  the  blackboard." 

When  a  good-sized  drawing  of  the  eye  which  has  been  pre- 
viously prepared  is  thus  shown,  the  teacher  continues:  "I 
want  some  one  to  come  to  the  board  and  find  the  part  of  the 
eye  which  takes  pictures  for  us.  Is  it  on  the  inside  or  the 
outside  of  the  eye  ?  " 

If  possible,  have  a  small  camera  and  let  the  children  look 
through  this  at  one  another  and  at  different  objects  in  the 
room. 

Tell  them  there  is  something  inside  the  machine  which 
makes  an  exact  picture  of  whatever  is  in  front  of  it,  and  that 
in  much  the  same  way  pictures  of  everything  we  look  at  are 
formed  on  the  inside  of  the  eye. 

Ask  some  child  to  find  the  spot  in  the  drawing  on  the  board 
where  the  light  can  get  through  to  form  these  pictures. 

Teacher :  "You  may  all  rise  by  twos  and  look  at  each 
other's  eyes  for  a  moment.  How  many  can  see  the  place  in 
them  where  the  light  gets  to  the  inside  ?  " 

The  light  goes  through  the  black  spot  in  the  middle. 

Teacher  :  u  I  wonder  if  you  know  what  this  black  spot  is 
called.     It  is  the  pupil  of  the  eye. 


148  SECOND  YEAR 

"  It  is  really  a  little  hole  to  let  the  light  into  the  eye,  and  in 
front  of  it  there  is  something  like  a  little  window  which  lets 
the  light  shine  right  through,  but  keeps  the  dust  out.  You  are 
looking  at  this  little  window  when  you  see  the  sparkle  in  any 
one's  eyes,  and  it  is  this  which  makes  them  look  so  bright." 

How  many  have  noticed  whether  the  pupil  of  the  eye  is 
always  the  same  size  ?  Why  is  it  larger  at  some  times  than 
at  others  ? 

What  do  we  do  when  the  sun  shines  too  brightly  in  the 
room  ? 

We  pull  down  the  curtain. 

This  is  just  what  our  eyes  do  for  us.  Did  you  know  we  had 
curtains  in  them  all  around  this  little  window  we  call  the 
pupil  ?  This  colored  part  of  the  eye  is  a  kind  of  curtain 
which  almost  covers  the  pupil.  When  the  light  is  very  strong, 
it  lets  in  only  a  little.  In  the  dark  it  opens  very  wide  to 
admit  a  great  deal  of  light. 

How  many  different  colored  eye  curtains  can  you  see  ? 

How  many  have  a  pet  cat  at  home  ?  Those  who  have  may 
look  at  her  eyes  to-night,  and  you  will  see  how  this  queer  little 
curtain  works.  Put  her  into  a  dark  room  for  a  few  minutes 
and  then  bring  her  out  into  the  light  where  you  can  watch  her 
eyes.  Of  course  you  will  be  sure  to  hold  her  very  gently  and 
not  hurt  or  frighten  kitty  in  any  way. 

This  beautifully  colored  eye  curtain  is  called  the  iris. 

Teacher  :  "Take  another  look  at  the  eyes  of  the  one  nearest 
you  and  tell  me  some  other  part  which  has  not  been  named. 

"Frank  is  right;  I  meant  the  white  of  the  eye.  This  part  of 
our  eyes  is  made  quite  hard  and  firm  to  help  hold  them  in  place." 

Name  all  the  parts  of  the  eye  we  have  learned. 

The  parts  of  the  eye  are  — 

The  pupil,  a  little  black  hole  in  the  center  of  the  eye  which 
lets  in  the  light. 


THE  EYE 


149 


The  iris,  a  colored  curtain  which  keeps  too  much  light  from 
getting  into  the  eye. 

The  white  of  the  eye,  which  is  firm  and  hard  to  help  hold 
the  eye  in  place. 

LESSON   16. —MABEL  AND   HER   UMBRELLA 

One  morning  as  a  lady  went  down  street  she  saw  a  little 
girl  named  Mabel  with  a  large  open  umbrella.  The  little  girl 
thought  it  would  be  great   fun  to  play  lady  and   carry  the 


umbrella  open.  The  wind  blew  very  hard  and  almost  blew 
the  umbrella  away  from  her,  but  she  clung  to  it  with  both 
hands.  By  and  by  she  wanted  to  turn  around  and  go  home, 
so  she  braced  her  feet  hard  against  the  ground,  but  the  wind 
took  her  and  the  umbrella  along.    Poor  little  Mabel,  she  needed 


150  SECOND  YEAR 

help  !  The  lady  shut  the  umbrella  for  her  and  found  that  she 
was  crying  hard,  and  that  drops  of  water  were  coining  out  of 
her  eyes.  The  lady  wiped  these  drops  off  her  face  and  led 
her  home  to  her  mamma. 

What  do  we  call  such  drops  of  water  ?     Tears. 

What  are  tears  ? 

Tears  are  drops  of  water  that  come  into  our  eyes  when  we  cry. 

When  we  feel  bad,  too  much  tear  water  comes  into  our  eyes 
and  runs  out  on  our  cheeks.  A  little  of  this  tear  water  is 
coming  into  our  eyes  all  the  time,  and  when  we  wink  it  is 
spread  around  over  our  eyeballs  to  keep  them  moist.  Who  can 
tell  what  winking  is  ? 

Winking  is  shutting  our  eyes  and  opening  them  quickly. 

We  have  to  wink  to  spread  the  tear  water  over  our  eyeballs. 
Here  is  another  story  about  a  little  girl  who  cried :  — 

Susie  and  the  Dark 

One  evening  a  lady  heard  a  little  girl,  who  had  gone  to  bed, 
crying  very  loudly.  The  lady  went  to  see  what  was  the  mat- 
ter. The  little  girl,  whose  name  was  Susie,  said,  "  I  don't 
like  the  dark."  The  light  had  gone  out,  and  she  could  not 
see  anything;  that  made  her  cry.  The  lady  brought  in 
another  lamp,  so  that  the  room  was  light  again.  She  wiped 
away  Susie's  tears,  told  her  to  shut  her  eyes,  and  then  asked 
if  everything  seemed  dark  again.  Susie  said,  "  Yes ;  when  I 
shut  my  eyes,  it  is  dark  to  me.  I  don't  like  the  dark,  I  want 
to  see.  I  am  glad  jou  brought  in  the  lamp."  The  lady  talked 
kindly,  and  told  Susie  there  was  no  reason  to  be  afraid  in  the 
dark.  Susie  listened,  but  she  thought,  "I  like  the  light 
better." 

Teacher  :  "  All  of  you  who  like  the  light  better  than  the 
dark  may  stand  up. 


THE   EYE  151 

"  I  will  stand  with  you,  too,  because  I  like  the  light.  But 
when  we  are  tired  and  need  to  sleep,  the  dark  is  better  for 
our  eyes  than  the  light.  For  that  reason  the  night  is  good  as 
well  as  the  day.  But  when  we  are  rested,  if  we  have  good 
eyes  and  are  well,  we  all  like  a  bright,  beautiful  morning, 
because  we  like  to  see  one  another  and  the  things  about  us. 

"  Shut  your  eyes,  and  keep  them  shut  until  I  say,  Open. 
Your  eyes  are  now  shut ;  does  the  room  seem  light  or  dark  to 
you  ?  " 

The  room  seems  dark  when  our  eyes  are  shut. 

Teacher  :  "  If  anything  were  the  matter  with  your  eyes  so 
that  you  could  not  see,  it  would  always  be  dark  to  you. 

"  Now  you  may  open  your  eyes  again. 

"  Why  are  you  glad  you  have  eyes  and  can  see  ? 

"  What  kind  of  eyes  do  you  like  best  ?  " 

Beautiful  Eyes 

One  day  a  man  was  walking  on  a  crowded  street ;  his  eyes 
were  shut,  he  could  not  open  them,  and  he  could  not  have  seen 
if  he  had  opened  them.  He  carried  a  cane  right  before  him 
with  which  he  seemed  to  feel  the  place  to  put  his  feet  as  he 
walked. 

What  was  the  matter  with  this  man  ?  He  was  blind. 
He  came  to  a  place  where  he  had  to  cross  the  street.  He 
could  hear  the  feet  of  horses  and  the  wheels  of  wagons  and 
carriages  in  the  way,  but  he  could  not  see  where  or  when  he 
could  safely  cross.  He  stood  on  the  edge  of  the  street  and 
looked  troubled. 

A  bright-eyed,  happy  boy,  with  his  books  in  a  strap  on  his 
way  to  school,  saw  the  blind  man,  ran  up  to  him,  and  said,  "  My 
name  is  Willie.  I  will  be  eyes  for  you  and  lead  you  over. 
Quick  now,  please,  before  that  next  horse  and  wagon  get 
here/' 


152 


SECOND   YEAR 


The  blind  man  took  Willie's  hand,  and  together  they  hurried 
safely  across  the  street.     As  the  blind  man  thanked  him,  he 


added,  "  I  am  glad 
you  are  not  blind, 
Willie.  I  cannot 
see  your  eyes ;  this 
world  is  all  dark 
to  me,  but  I  know 
that  you  have  kind 
eyes  and  they  are  the  most  beautiful  eyes  in  the  world. 

What  do  we  mean  by  kind  eyes  ? 

How  can  we  have  them  as  well  as  Willie  ? 


LESSON   17.— TRAINING   IN   OBSERVATION 

Exercises  in  observation  may  be  introduced  at  this  point,  the 
object  of  each  being  to  develop  in  the  children  quickness  and 
accuracy  of  perception.  Send  them  one  at  a  time  to  the  door, 
or  into  another  room  for  a  moment,  to  notice  everything  in 
sight  and  then  tell  the  class  just  what  they  have  seen. 

Write  short  lists  of  familiar  words  or  a  sentence  or  two  on 
the  board,  and  after  erasing  them  call  for  their  reproduction 
from  memory  by  the  class. 

Vary  these  exercises  by  asking  different   pupils   to  stand 


THE  EYE  153 

before  the  class  and  describe  some  object,  while  the  others 
guess  what  it  is  from  their  description. 

Lesson  in  Color 

Write  the  names  of  the  primary  colors  on  the  board  one  at 
a  time  and  hold  up  strips  of  paper  of  the  same  color  where  all 
can  see  them.  Ask  the  children  to  name  all  the  objects  they 
can  think  of  which  have  this  color,  pointing  out  those  which 
are  in  the  room. 

When  the  seven  principal  colors  have  been  learned  in  this 
way,  show  the  class  a  prism,  or  let  them  see  these  colors  in  a 
glass  of  water  upon  which  the  sun  is  shining,  and  name  them. 

Call  attention  to  the  next  rainbow  and  ask  the  class  to  tell 
the  colors  they  see  in  it. 

Have  ready  a  box  of  different  colored  worsteds  cut  in  short 
lengths  for  the  children  to  sort  as  busy  work.  Ask  them  to 
match  the  colors  exactly,  then  to  arrange  them  in  the  follow- 
ing order  —  red,  orange,  yellow,  green,  blue,  indigo,  and  violet. 

How  Tom  learned  to  see  Things 

At  the  dinner  table  one  day,  a  little  boy  whose  name  was 
Tom  told  his  parents  that  as  he  came  from  school  he  saw  five 
boys  playing  marbles  on  the  street  in  front  of  the  brick  church. 

Sam  said,  "  Mother,  I  think  something  must  be  the  matter 
with  Tom's  eyes ;  he  does  not  see  straight." 

"  Why  do  you  say  that  ?  "  the  mother  asked. 

"  Because,"  Sam  replied,  "  I  came  home  right  behind  Tom 
and  saw  the  same  boys,  and  there  were  only  four  playing 
marbles,  and  not  five,  as  Tom  says.  I  don't  suppose  he  meant 
to  tell  an  untruth,  so  I  think  something  is  the  matter  with  his 
eyes." 

"  Oh,  dear,"  said  Tom,  "  Sam  is  so  particular  ;  he  wants  me 
to  tell  just  exactly  how  many  I  see  every  time,  and  everything 
just  as  it  is ;  I  don't  see  what  difference  it  makes." 


154  SECOND  YEAR 

"  It  makes  the  difference  between  telling  what  is  true  or  what 
is  not  true,  ray  son,"  said  his  father,  "  and  that  is  a  great  and 
serious  difference.  The  boy  who  is  careless  about  noticing 
exactly  what  he  sees  may  not  mean  to  tell  an  untrnth  when  he 
tries  to  tell  what  he  saw,  but  he  will  not  be  sure  he  is  telling 
what  is  true.  Now,  Tom,  for  the  rest-  of  this  week,  I  would 
like  to  have  you  and  Sam  tell  us  at  the  dinner  table,  each  day, 
just  what  you  see  on  the  way  home  from  school  at  noon." 

The  mother  said :  "  I  think  that  will  be  a  very  good  exer- 
cise, and  I  hope  my  dear  Tom  will  have  seeing  eyes  that  notice 
as  well  as  see.  I  know  he  does  not  want  to  be  one  of  those 
who  '  seeing,  see  not.' " 

When  Tom  kissed  his  mother  good-by  as  he  started  back  to 
school,  he  said,  "  Mamma,  I  do  want  seeing  eyes,  and  I  will  try 
to  beat  Sam  in  telling  what  I  truly  see  on  the  way  home  to 
dinner  the  rest  of  this  week." 

LESSON  18.  — CARE  OF  THE  EYESIGHT 

Teacher:  "If  we  are  unfortunate  enough  to  break  off  a 
tooth,  we  can  go  to  the  dentist's  and  have  a  new  one  put  in. 
Suppose  we  should  once  lose  our  eyesight,  would  glasses  or 
anything  else  help  us  to  see  ? 

"  No,  there  is  nothing  to  take  the  place  of  our  eyes,  so  we 
must  take  good  care  of  them  that  they  may  last  as  long  as 
we  live. 

"  Who  can  think  of  some  of  the  ways  in  which  we  may  hurt 
our  eyes  ? 

"  I  will  tell  you  a  little  story  which  will  help  to  show  you 
what  I  mean." 

How  Dan  hurt  his  Eyes 

Dan  Benton  was  just  getting  well  from  an  attack  of  the 
measles.     He  wanted  to  get  up  and  play  with  the  other  boys, 


THE  EYE  155 

but  the  doctor  had  said  he  must  lie  still  in  a  dark  room  for 
another  day  or  two. 

"  Much  he  knows  about  how  a  fellow  feels,"  grumbled  Dan 
to  himself.  "  A  little  light  won't  hurt  anybody,  and  I'm  going 
to  read  my  new  book  if  I  can't  do  anything  else." 

Dan  pushed  open  the  blinds  and  read  until  Nora  came  in 
with  his  supper.  "  To-morrow  I  shall  get  up  and  have  a  good 
time,"  he  thought ;  u  I'm  not  going  to  lie  here  forever." 

That  night  Dan  woke  up  with  a  sharp  pain  in  his  eyes. 
They  had  never  ached  so  before  and  he  screamed  for  his 
mother. 

She  bathed  them  in  cool  water,  but  they  still  hurt  so  much 
that  the  doctor  had  to  be  sent  for. 

"  You'll  know  enough  to  obey  orders  next  time,  won't  you, 
young  man  ?  "  he  asked,  when  he  heard  what  Dan  had  been 
doing. 

"  You'll  have  to  keep  those  eyes  of  yours  bandaged  for 
several  days  yet  if  you  want  to  get  rid  of  that  pain.  It's  lucky 
for  you,  you  don't  use  tobacco,  or  your  eyes  would  be  a  great 
deal  worse  than  they  are  now.  Have  you  heard  about  Burt 
Carter  down  at  the  Mills  ?  " 

"  No ;  what  is  the  matter  with  him  ?  "  asked  Dan. 

"  I'm  afraid  he's  going  to  lose  his  eyesight,"  said  the  doctor. 
"He's  been  smoking  cigarettes  pretty  steadily  for  several 
years,  and  now  his  eyes  are  paying  the  penalty.  They  are 
going  to  take  him  to  a  city  oculist  to-morrow,  but  I'm  afraid 
no  one  can  help  him." 

"  Why,  his  eyes  used  to  be  as  strong  as  anything."  said  Dan. 
"  He  could  look  right  up  at  the  sun  when  all  the  rest  of  us 
had  to  use  smoked  glass,  and  he  says  he  always  reads  on  the 
cars;  I  can't  because  it  makes  me  dizzy." 

"  He  never  will  again,"  said  the  doctor.  "  He  has  abused 
his  eyes  too  often,  and  now  it  looks  as  if  he  were  going  to  be 
blind  for  the  rest  of  his  life." 


156  SECOND  YEAR 

Dan  looked  pretty  sober.  "Miss  Gray  told  us  all  these 
things  in  the  physiology  class,"  he  said  presently,  "but  we 
boys  thought  she  was  just  trying  to  scare  us ;  maybe  she 
wasn't,  though." 

"  No,  indeed,"  said  the  doctor,  "  she  was  telling  you  the 
truth ;  you'd  better  be  thankful  you've  found  it  out  in  time. 
If  I  had  known  as  much  at  your  age  about  the  care  of  my 
eyes  as  you  boys  are  learning  in  school,  I  shouldn't  be 
wearing  spectacles,  I  can  tell  you.  You  just  tell  the  boys 
that." 

When  Dan  went  back  to  school  the  physiology  class  was 
having  a  review  lesson  on  the  eyes,  and  his  hand  was  the  first 
to  come  up  when  Miss  Gray  asked  who  could  tell  some  of  the 
ways  in  which  the  eyes  may  be  hurt. 

MEMORY  POINTS 

The  eye  takes  pictures  of  everything  we  see. 

The  pupil,  iris,  and  white  are  parts  of  the  eye. 

The  pupil  is  a  small  black  hole  which  lets  light  into  the  eye. 

The  iris  is  a  colored  curtain  which  helj)s  to  protect  the  eye  from 
light. 

The  white  of  the  eye  helps  to  give  strength  and  firmness  and 
hold  the  eye  in  place. 

Tears  keep  the  eye  moist  and  help  to  wash  out  specks. 

When  we  cry  more  tears  come  than  the  eyes  can  hold. 

If  we  had  no  eyes  we  could  not  see  the  faces  we  love,  nor  the 
birds  and  grass  and  flowers.  We  could  not  see  to  work  or  play 
or  read. 

The  best  eyes  are  kind  eyes  which  see  for  others  as  well  as  for 
themselves. 

The  colors  of  the  rainbow  are  red,  orange,  yellow,  green,  blue, 
indigo,  and  violet. 

Our  eyes  should  help  us  tell  the  truth. 


THE   VOICE  157 

We  must  notice  and  remember  ivhat  we  see,  if  we  want  to  have 
truthful  eyes. 

It  hurts  the  eyes  to  look  steadily  at  the  sun  or  any  very  bright 
light,  or  to  try  to  see  in  a  poor  light. 

It  strains  the  eyes  to  read  when  one  is  lying  down,  or  riding  in 
the  cars  or  a  wagon. 

It  is  bad  for  the  eyes  to  use  them  much  when  one  is  sick  or  not 
feeling  well. 

Tobacco  hurls  the  eyes,  and  sometimes  makes  people  lose  their 
eyesight. 

Any  liquor  which  contains  alcohol  may  make  the  eyes  red, 
and  hurt  them  in  other  ways. 

EMINENT  AUTHORITIES  FOR  THE  TEACHER 

It  lias  become  evident  that  alcohol  alone  is  not  in  all  cases 
the  cause  of  acquired  color  blindness;  that  very  often  the 
abuse  of  tobacco  has  much  to  do  with  it.  —  J.  H.  Thompson, 
M.D.,  Surgeon  Wabash  Railway. 


THE   VOICE 
LESSON   19. —THE  USE  OF  THE  VOICE 

There  is  something  attractive  in  a  pleasant  voice.  When 
we  hear  coarse  loud  tones  in  the  home  or  in  public  places, 
our  immediate  verdict  is,  "The  owner  of  that  voice  lacks 
refinement." 

Teach  the  children  that  we  can  control  the  voice,  that  sweet 
tones  add  to  the  happiness  of  those  about  us.  They  are  a 
mark  of  good  breeding  and  refinement,  and  within  the  reach 
of  every  one. 

The  lesson  may  be  begun  with  a  guessing  game  which  will 
arouse  the  curiosity  of  the  children. 


158  SECOND  YEAR 

Teacher :  "  We  all  possess  something  which  no  one  has  ever 
seen.  We  may  make  people  happy  or  unhappy  by  it.  When 
Fred's  mamma  wants  him  to  come  home  from  Charlie's,  she 
uses  hers,  and  Fred  hears  and  comes  home.  Some  people 
have  to  talk  on  their  fingers  because  they  do  not  know  how 
to  use  this  something  I  am  thinking  about.  Some  people  have 
such  sweet  ones  that  we  love  to  listen  to  them.  What  am  I 
thinking  of  ?  " 

You  are  thinking  of  the  voice. 

Teacher  :  "Try  to  imagine  for  a  moment  how  it  would  seem 
if  the  birds  had  no  voices  and  could  neither  twitter  nor  sing, 
if  the  sheep  could  not  bleat,  if  the  dogs  could  not  bark,  and  if 
boys  and  girls,  and  men  and  women,  could  not  speak  or  laugh 
or  sing.     Tell  me^now  of  what  use  the  voice  is." 

If  we  had  no  voices  we  could  not  talk. 
We  could  not  sing,  and  sweet  singing  makes  us  happy. 
We  can  understand  each  other  better  by  talking  than  in  any 
other  way. 

We  could  not  shout  or  laugh  if  we  had  no  voices. 
The  world  would  be  painfully  still  if  no  one  could  speak. 


Care  of  the  Throat 

Teacher:  "We  can  express  joy  and  pleasure  with  our  voices, 
and  in  many  ways  cheer  those  about  us.  But  people's  voices 
are  not  always  pleasant.  Sometimes  they  allow  themselves 
to  get  angry  and  talk  in  loud,  coarse  tones  which  hurt  the  feel- 
ings of  their  friends  and  all  who  hear  them.  Sometimes  they 
forget  and  talk  too  loudly  when  they  are  not  angry.  We  can 
control  our  voices  if  we  try,  and  thus  form  the  habit  of  speak- 
ing in  sweet,  pleasant  tones,  which  every  one  will  enjoy.  Who 
can  think  of  ways  in  which  we  may  injure  the  voice,  if  we  are 
not  careful  of  it  ?  " 


TFIE   VOICE  159 

We  may  injure  our  voices  by  shouting  until  we  are  hoarse. 

Our  voices  are  injured  by  singing  too  loud  or  too  high  so  that 
our  throats  are  strained. 

We  should  not  sing  or  use  our  voices  much  when  we  have 
colds. 

Teacher :  "  When  you  happen  to  get  too  near  a  bonfire  and 
get  smoke  in  your  faces,  and  breathe  in  a  little  of  the  smoke, 
how  does  it  make  your  throat  feel  ?  " 

The  smoke  hurts  our  throats  and  makes  us  cough. 

Teacher:  "What  habit  do  boys  and  men  sometimes  indulge 
in  which  may  hurt  their  throats  and  voices  ?  " 

Cigarette  smoking  or  smoking  tobacco. 

Tell  the  class  that  some  people  make  their  throats  sore  and 
hurt  their  voices  by  smoking  tobacco  or  cigarettes,  for  the  poi- 
sonous smoke  hurts  the  delicate  membranes  of  the  throat  and 
may  make  the  voice  harsh  and  unpleasant.  The  air  in  a  room 
in  which  others  are  smoking  is  not  good  for  our  throats. 


MEMORY   POINTS 

Each  one  of  us  has  a  voice. 

We  use  the  voice  every  time  we  speak  or  sing. 

The  voice  is  meant  to  give  pleasure  to  those  who  hear  it. 

Every  one  can  have  a  sweet  voice  who  tries  to  control  his  tones 
and  always  speaks  kindly  and  gently. 

The  voice  may  be  strained  by  shouting  or  singing  too  loudly. 

We  should  use  the  voice  very  little  when  we  have  a  cold  in  the 
throat. 

The  voice  is  often  injured  by  cigarette  smoking. 

We  will  try  to  speak  kindly. 

We  will  try  to  use  pleasant  tones  when  we  speak. 

We  will  not  smoke  cigarettes. 


160 


SECOND   YEAR 


THE   EAR 

So  many  people  listen  badly,  when  not  sleepily,  that  the  wonder  is 
that  anything  ever  is  rightly  understood.  —  George  Macdonald. 


LESSON   20.  — HOW  WE  HEAR 

Knowing  what  one  hears  is  largely  a  matter  of  attention. 
By  holding  pupils  accountable  for  knowing  the  place  of  lessons 
once  assigned,  or  for  hearing  with  the  mind  definite  instruc- 
tions once  given,  the  teacher  is  contributing  to  the  hearing- 
capacity  of  her  class. 

Teacher :  "  This  morning  you  all  were  at  play  outside.    How 
did  you  know  when  it  was  time  for  school  to  open  ?     There 
was  no  clock  in  sight." 
We  heard  the  bell  ring. 
Teacher :  "  Our  lesson  to-day  is  about  that 
part  of  you  which  heard  the  bell  ring.     We 
are  to  see  how  much  we  can  find  out  about 
it.     What  is  the  name  of  this  part  ?    Point 
to  it." 

What  do   deaf  people  sometimes  use  to 
help  them  hear  ? 

Here  is  a  picture  of  an  ear  trumpet. 
What  is  an  ear  trumpet  for  ? 
Ask  some  child  to  come  to  the  board  and 
trace  with  pointer  an  imaginary  sound  as  it 
enters  and  passes  through  this  tube  to  a  person's  ear. 

Question  until  the  class  understand  that  one  end  of  the  ear 
trumpet  is  made  large  and  flaring  to  collect  as  much  sound  as 
possible,  while  the  other  end  is  small  to  fit  the  ear.  Then 
transform  the  drawing  by  a  few  strokes  of  the  chalk  to  a  like- 
ness of  the  outer  ear. 

The  resemblance  will  appeal  to  the  children,  and  when  asked 


THE   EAR 


161 


the  use  of  this  part  of  the  ear  they  should  be  helped  to  under- 
stand that — 

The  use  of  the  outer  ear  is  to  collect  sound. 

The  outer  ear  must  be  large  enough  to  collect  a  good  deal  of 
sound,  but  our  ears  would  be  very  much  in  the  way  if  they 
were  as  large  as  the  ear  trumpet, 
and  we  should  not  like  to  see  them. 

Look  at  the  outer  ear  of  the 
child  who  sits  next  you.  Can  you 
tell  how  it  is  made  large  enough 
to  collect  the  sound  and  yet  not 
be  in  the  way  ? 

The  outer  ear  is  made  large  to 
catch  the  sound  and  then  wrinkled 
up  to  be  out  of  the  way. 

If  the  parts  of  our  ears  which 
are  on  the  outside  of  our  heads  are 
used  only  to  collect  sounds,  we  must 
find  out  what  we  really  hear  with. 

When  sounds  enter  the  large  part  of  the  trumpet  they  pass 
along  inside  the  ear  trumpet  and  out  of  the  small  end  into 
the  ear. 

Ask  some  child  to  come  to  the  board  and  trace  from  the 
drawing  the  course  of  a  sound  from  the  large  part  of  the  ear 
to  the  end  of  the  tube. 

If  we  could  see  sound  and  watch  it  after  it  enters  our  heads, 
we  should  find  it  hurrying  along  this  tube  until  it  reaches  the 
farther  end,  where  it  knocks  against  a  tight  skin  stretched 
across  the  opening.  Do  you  think  we  have  found  the  place 
now  where  we  hear  ?  No,  not  yet.  The  sound  goes  on  until 
it  reaches  the  part  of  us  with  which  we  think.  This  is  called 
the  brain. 

OR.    LESS.    IN    IIY.  11 


162 


SECOND   YEAR 


The  teacher  should  next  add  to  the  drawing  on  the  board  an 
outline  sketch  of  the  middle  and  inner  ear,  with  the  nerves 
of  hearing  reaching  from  the  latter  to  the  brain. 

Call  upon  several  of  the  children  in  turn  to  utter  a  word  or 
sound,  while  others  at  the  same  time  from  the  drawing  on  the 


board  trace  its  course  from  the  outer  ear  to  the  brain.  If  care 
has  been  taken  to  keep  the  main  thought  before  the  children, 
they  will  be  able  now  to  answer  the  question :  — 

What  do  we  hear  with  ? 
by  the  statement :  — 

We  hear  with  the  brain  by  means  of  the  ear. 


LESSON    21.  —  QUICKNESS   AND   ACCURACY  OF  PERCEPTION 

Allow  a  child  to  leave  the  room,  closing  the  door  behind  him. 
Then  tell  him  to  ring  a  bell  or  make  some  noise.  Ask  the 
class  where  Harry  is. 

Harry  is  out  in  the  hall. 

Teacher :  "  Can  you  see  him  ?  * 

No,  we  cannot  see  him. 


THE  EAR  163 

Teacher :  "  How  do  you  know  he  is  there  ?  " 

We  know  he  is  there  because  we  can  hear  him. 

Teacher :  "  We  cannot  see  out  of  these  windows  because  they 
are  too  high,  but  I  am  sure  there  is  something  passing  in  the 
street.     What  is  it  ?  " 

A  heavy  wagon  is  passing.     I  hear  the  wheels. 

There  is  a  boy  in  the  street.     I  hear  him  whistle. 

Teacher :  "  Let  us  listen  again.  Perhaps  we  may  be  able  to 
learn  something  about  what  is  farther  away  than  our  street. 
You  may  tell  what  you  hear." 

The  train  is  coming  in.     I  hear  the  engine  whistle. 

The  mill  is  going.     I  hear  the  noise  of  the  machinery. 

I  hear  the  bells  on  the  electric  cars. 

Let  us  play  we  are  so  deaf  we  cannot  hear  anything. 
Tell  me  some  things  we  could  not  know  without'  the  sense  of 
hearing. 

We  could  not  hear  the  birds  sing. 

We  could  not  hear  the  bells  and  whistles. 

We  could  not  hear  the  train  coming  if  we  were  crossing  the 
track. 

We  could  not  know  the  sound  of  each  other's  voices,  or 
what  our  friends  are  saying  when  they  talk  to  us. 

Teacher :  "  There  are  some  people  who  are  born  entirely  deaf, 
and  some  who  were  made  deaf  by  disease  when  they  were  chil- 
dren. These  people  cannot  talk,  for  they  have  either  never 
learned  or  have  forgotten  how,  and  we  call  them  deaf  and  dumb. 
Can  you  tell  why  deaf  people  cannot  talk  ?  " 

By  skillful  questioning  lead  the  class  to  see  that  deaf  chil- 
dren cannot  hear  the  sounds  of  words,  and  so  are  unable  to  re- 
produce them  without  much  careful  training  by  special  teachers. 

We  should  be  very  thankful  for  good  hearing. 

In  connection  with  this  subject  a  lesson  in  kindness  to  the  aged 
and  deaf  may  fittingly  be  given.     When  we  realize  how  much 


164  SECOND  YEAR 

we  gain  by  good  hearing  we  can  better  appreciate  the  privation 
of  those  who  are  deaf,  while*  we  sliould  be  prompted  to  do 
what  we  can  to  relieve  their  discomfort. 


LESSON  22.— CARE  OF  THE  EARS 

Have  each  child  name  some  pleasure  which  comes  to  him 
through  his  ears  and  which  he  would  have  to  give  up  if  he 
should  lose  his  hearing. 

Hold  up  an  ear  trumpet  and  ask  if  people  could  hear  well 
through  it  if  the  tube  were  filled  wholly  or  in  part. 

Point  to  the  drawing  on  the  board  and  ask  similar  questions 
in  regard  to  the  human  ear,  developing  the  idea  that  — 

Anything  put  into  the  ear  may  hurt  the  hearing. 

Tell  the  class  that  if  an  insect  accidentally  gets  into  one's  ear, 
he  should  not  try  to  get  it  out  but  go  at  once  to  his  teacher  or 
some  grown  person  who  can  remove  it  without  injury  to  the 
ear;  and  that  no  one  should  put  sharp  or  hard  instruments 
into  his  ear  for  any  purpose. 

What  happens  when  you  blow  up  a  paper  bag  and  strike  it 
with  your  fist  ?  Point  to  the  drawing  and  from  it  explain 
that  in  just  the  same  way  a  blow  on  the  ears  may  crack  the 
little  skin  which  separates  the  outer  ear  from  the  middle  part. 
If  this  were  torn  or  hurt  in  any  way  the  hearing  would  be 
greatly  injured. 

Explain  what  a  dangerous  thing  it  is  to  pull  or  strike  the 
ears.  Not  only  is  the  outer  ear  thus  pulled  out  of  shape,  but 
the  delicate  parts  within  the  ear  may  be  strained  and  the  hear- 
ing itself  hurt. 

A  Cause  of  Earache 

Once  there  was  a  little  boy  who  liked  to  hear  the  wind  blow. 
The  house  in  which  he  lived  was  not  very  new  and  there  were 
wide  cracks  around  the  doors.     One  day  when  the  wind  was 


THE  EAR  165 

blowing  hard,  he  put  his  head  down  to  the  crack  and  let  the 
wind  blow  into  his  ear.  It  hurt  a  little,  but  he  thought  it  was 
fun  to  hear  the  roar.  That  night  he  cried  so  loudly  that  he 
awakened  his  mother.  What  do  you  suppose  the  matter  was  ? 
He  had  the  earache,  and  was  almost  sick  with  it  the  next  day. 
This  boy  lived  to  be  an  old  man,  but  he  often  had  earache,  and 
he  always  said  that  it  began  with  the  time  when  he  let  that 
strong  wind  blow  into  his  ear. 

Teach  the  class  how  to  clean  the  ears  without  injuring  the 
drum.  The  best  method  is  to  use  only  a  soft  cloth  in  the  outer 
ear  and  allow  the  wax,  nature's  cleanser,  to  clean  the  drum 
and  the  inner  part  of  the  opening.  One  should  never  use 
pins,  hairpins,  or  the  little  ear  shovels  which  sometimes  come 
with  penknives,  as  the  hard  substance  pressed  against  the  deli- 
cate little  drum  may  injure  it  beyond  recovery. 

There  are  other  things  which  may  injure  our  sense  of  hear- 
ing, just  as  they  hurt  every  other  part  of  our  bodies.  These 
are  alcohol  and  tobacco.  Shall  we  take  either  of  these  poisons 
if  we  want  to  hear  quickly  and  well  ? 

We  must  not  drink  anything  which  has  alcohol  in  it,  or  use 
tobacco  in  any  form,  if  we  want  to  have  good  hearing. 

Who  had  the  Best  Ears? 

Dorothy  and  Louise  Burke  were  two  little  sisters  with  a 
large  family  of  dolls.  They  decided  to  play  one  day  that  it 
was  the  big  doll's,  Lena  May's,  birthday,  and  that  they 
would  have  a  party  to  celebrate  it,  with  all  the  other  dolls 
invited. 

They  had  the  whole  nursery  to  themselves,  for  their  mother 
was  going  out  for  the  afternoon.  Before  she  went  she  looked 
in  at  the  door,  and  said :  — 

"Betty  will  bring  up  the  birthday  supper  when  you  are 
ready  for  it.     You  may  have  bread  and  butter  and  some  of  the 


166 


SECOND  YEAR 


cold  chicken,  and  lemonade  and  cookies.  But  put  Frisk  out 
of  the  room  before  you  begin  your  supper." 

Frisk  wagged  his  tail  when  he  heard  "  cold  chicken,"  but  he 
lay  very  still  in  the  corner. 

By  and  by  everything  was  ready  and  the  little  table  looked 
very  tempting. 

Lena  May  had  a  chair  all  to  herself  and  sat  up  very  stiff  and 
straight.  Three  dolls  sat  in  their  own  big  chair  where  they 
behaved  beautifully,  and  Louise  held  the  baby  doll  in  her  lap. 


They  were  just  ready  to  pour  the  lemonade  when  a  dreadful 
thing  happened. 

Frisk,  who  had  come  up  so  softly  that  no  one  had  heard 
him,  suddenly  put  his  fore  paws  on  the  table  and  as  quick  as 
a  wink  had  all  the  chicken  in  his  mouth. 

Dorothy  screamed  and  put  both  hands  to  her  head  in  fright, 
while  Louise  tried  in  vain  to  pull  Frisk  away.  He  swallowed 
the  last  bit  of  the  chicken. 

Just  then  Mrs.  Burke  opened  the  door. 

"  Oh,  mother !  "  both  girls  sobbed  out  at  once,  and  the  dolls 
would  have  joined  them  if  they  could,  "  Frisk  has  eaten  all 
the  chicken." 


THE   EAR  167 

Mrs.  Burke  walked  up  to  the  table.  "  Let  me  look  at  your 
ears,"  she  said  to  the  two  girls. 

After  she  had  looked  she  said,  "  I  can't  find  anything  wrong 
with  them,  but  they  don't  seem  to  hear  well.  Frisk  seems  to 
have  paid  attention  when  I  spoke  about  the  chicken  and  to 
have  remembered,  but  you  forgot  about  putting  him  out  of  the 
room,  as  I  told  you. 

"  Which  ought  to  have  better  ears,  do  you  think,  children  or 
little  dogs  ?  " 

Teacher:  "What  do  you  think  Dorothy  and  Louise  said? 
I  think  they  took  good  care  after  that  not  to  let  a  dog  get 
ahead  of  them  either  in  hearing  or  remembering  what  they 
heard." 

MEMORY  POINTS 

The  outer  ear  collects  the  sounds  we  hear. 

It  is  made  in  wrinkles  to  take  up  as  little  room  as  possible. 

We  hear  with  the  brain  by  means  of  the  ear. 

The  sense  of  hearing  tells  us  the  song  of  birds,  what  people  are 
saying,  and  how  to  avoid  danger. 

Deaf  people  are  often  unable  to  talk  because  they  can  hear  no 
sounds  and  so  do  not  know  how  to  make  them. 

We  should  be  very  thankful  that  we  can  hear. 

Anything  put  into  the  ear  may  hurt  the  hearing. 

Any  blow  on  the  head  or  ear  may  hurt  the  hearing. 

We  must  not  use  any  hard  substance  to  clean  the  ears. 

We  must  not  dull  the  hearing  by  smoking  cigarettes  or  tobacco 
in  any  form. 

Our  ears  are  given  us  to  hear  with. 

We  should  listen  carefully  and  remember  what  is  said  to  us. 

EMINENT  AUTHORITIES  FOR  THE  TEACHER 

Owing  to  the  congestion  of  the  nose  and  throat  produced  by 
alcohol  and  tobacco,  it  is  found  that  deafness  is  quite  common 


168  SECOND   YEAR 

among  drinkers  and  smokers. —  Roger  S.  Tracy,  M.D.,  New 
York. 

The  sense  organs  are  affected  by  alcohol  and  the  acuteness 
of  perception  dulled.  The  habitual  smoker  usually  suffers 
from  what  is  known  as  "  smoker's  sore  throat."  Cigarettes 
especially  are  apt  to  cause  these  symptoms.  —  H.  Newell 
Martin,  M.D.,  E.R.S. 


THE  NOSE 
LESSON  23.  — THE  ORGAN  OF  SMELL 

Teacher:  "My  little  nephew  came  to  visit  me  last  night, 
and  he  was  hardly  inside  the  door  before  he  called  out,  '  Some- 
body's been  roasting  chestnuts;  please  may  I  have  some?* 

"  There  wasn't  one  in  sight  when  he  came  in,  and  nobody 
had  said  anything  about  chestnuts.  How  do  you  suppose  Jas- 
per knew  we  had  been  having  some  roasted  ?  " 

I  think  he  smelled  the  chestnuts,  and  that  was  how  he  knew 
you  had  been  roasting  them. 

Teacher:  "Herbert  has  guessed.  To-day  we  are  going  to 
find  out  what  we  can  about  the  organ  of  smell.  Point  to  it 
and  tell  its  name.  Everybody  who  knows  may  rise  and  touch 
it  with  the  tips  of  his  fingers." 

What  are  our  noses  for  ?  Tell  something  we  find  out  through 
this  sense  which  neither  our  ears  nor  our  eyes  nor  our  mouchs 
nor  our  hands  can  tell  us. 

We  smell  with  the  nose. 
Some  things  smell  good. 
Others  have  a  bad  smell. 

With  our  eyes  shut  we  can  tell  any  flower  we  know  by 
smelling  it. 

I  like  the  smell  of  ripe  fruit. 


THE  NOSE  169 

Parts  of  the  Nose 

Teacher:  "Suppose  we  think  about  the  parts  of  the  nose 
next.  We  cannot  talk  very  much  about  things  until  we  know 
what  to  call  them.  Anybody  who  can  name  a  part  may  rise 
and  tell  what  it  is.  Point  to  the  part  you  are  thinking  of  and 
tell  something  about  it." 

The  top  of  the  nose  is  called  the  bridge. 
The  bridge-bone  helps  to  give  shape  to  the  nose. 
The  tip  of  the  nose  is  soft  like  a  cushion  to  protect  the  end 
of  the  bridge-bone. 

The  nose  has  two  holes  called  the  nostrils. 
We  breathe  through  the  nostrils. 

Teacher :  "  Is  there  any  other  way  in  which  we  could  breathe 
if  we  had  no  nostrils  ?  Hold  your  handkerchiefs  over  your 
noses  and  see." 

We  can  breathe  through  the  mouth  also. 

Teacher :  "  Why  do  we  need  two  ways  in  which  to  breathe  ?  " 

"  I  had  a  cold  last  week,"  said  Helen,  "  and  it  stopped  my 
nose  up  so  I  had  to  breathe  through  my  mouth." 

Teacher:  "It  was  fortunate  for  Helen  that  she  had  two 
ways  to  breathe.  I  should  like  to  have  her  tell  us  which  way 
she  likes  better." 

Helen:  " I  would  rather  breathe  through  my  nose,  because 
it  makes  my  throat  sore  to  breathe  through  my  mouth  all  the 
time." 

Teacher:  "There  is  another  reason  why  we  should  breathe 
through  the  nose  instead  of  the  mouth,  and  that  is  because  it 
looks  better.  Who  would  like  to  see  people  going  about  with 
their  mouths  open  all  the  time  ?  " 

We  will  take  care  not  to  breathe  in  that  way. 

Teacher:  "I  have  another  question  I  want  to  ask  Helen, 
and  perhaps  some  of  the  rest  of  you  can  answer  it  too.     When 


170  SECOND   YEAR 

you  had  such  a  bad  cold  last  week,  could  you  smell  just  as 
well  as  before  ?  " 

"  No,  I  could  smell  hardly  anything,"  said  Helen.  "  Why 
couldn't  I?" 

"  We  shall  talk  about  that  next,"  said  the  teacher,  "  but  first 
we  must  know  what  part  of  the  nose  it  is  that  we  smell  with. 
I  have  a  little  bottle  of  perfumery  with  me,  and  you  may  come 
here  one  at  a  time.  Try  smelling  with  the  bridge  of  the  nose 
first;  then  with  the  sides;  with  one  nostril  at  a  time;  with 
both.     What  do  you  find  ?  " 

We  smell  through  the  nostrils  with  the  upper  part  of  the 
inside  of  the  nose. 

LESSON   24.—  CARE   OF   THE   NOSE 

Teacher  :  "  When  we  have  a  cold  in  the  head  the  nose  often 
swells  on  the  inside  and  almost  closes  the  openings,  so  that 
odors  cannot  pass  through  them  easily.  That  is  why  Helen 
found  it  difficult  to  smell  when  she  had  a  cold.  Tell  one  way 
in  which  we  may  take  care  of  this  organ,  so  that  we  can  smell 
flowers  and  fruit  and  other  good  things  as  soon  as  we  come 
where  they  are." 

We  must  be  careful  not  to  take  cold  if  we  want  to  have  a 
keen  sense  of  smell. 

MEMORY  POINTS 

The  sense  of  smell  tells  us  what  odor  a  substance  has. 
We  smell  with  the  riose. 

TJie  nose  tells  us  that  some  things  smell  good  and  others  have  a 
bad  smell. 

We  can  tell  flowers  and  fruit  by  the  different  odor  of  each. 
The  bridge,  tip,  and  nostrils  are  parts  of  the  nose. 
We  breathe  through  the  nostrils. 


THE  NOSE  171 

We  should  not  breathe  through  the  mouth  because  it  looks  bad, 
and  because  it  makes  the  throat  sore. 

We  smell  through  the  nostrils. 

We  must  try  not  to  take  cold  if  we  want  to  have  a  keen  sense  of 
smell. 

We  must  keep  our  noses  clean. 

We  must  not  forget  to  use  our  handkerchiefs  when  necessary. 

We  must  not  pick  the  nose  or  we  may  make  it  sore. 

We  must  not  put  our  fingers  into  the  nostrils  for  this  will  make 
them  grow  ill  shaped. 

We  should  not  smell  very  strong  odors  like  ammonia,  for  they 
blunt  or  injure  the  sense  of  smell. 

We  must  not  use  tobacco  in  any  form  because  it  may  hurt  the 
sense  of  smell. 

Breathing  Exercises 

1.  Inhale  slowly  through  the  nostrils ;  exhale  slowly  through 
the  nostrils ;  practice  until  at  least  thirty  seconds  can  be  spent 
in  each  exercise. 

2.  Inhale  and  hold  the  breath  an  instant;  inhale  again  and 
hold ;  do  this  until  the  lungs  are  full ;  then  exhale  rather 
slowly. 

3.  Repeat  exercise  1,  rising  meanwhile  on  the  toes,  and 
raising  the  extended  arms  to  shoulder  level.  Reverse  during 
exhalation.  —  Household  Hygiene. 

EMINENT   AUTHORITIES  FOR  THE   TEACHER 

Improper  Breathing  destroys  Health 

How  much  imperfect  development  of  feeble  vitality,  how 
much  indifferent  health,  how  much  pulmonary  disease,  is  due 
to  neglect  of  systematic  training  of  the  breathing  would  be 
difficult  to  determine,  but  the  amount  of  mischief  thus  caused 
is  large. 


172  SECOND  YEAR 

In  some  schools  the  act  of  breathing  is  systematically 
taught.  It  is  a  simple  matter  to  insist  upon  the  habit  of  tak- 
ing regular  and  full  respirations,  especially  in  the  open  air. 

—  London  Lancet. 

Alcohol  interferes  with  Proper  Breathing 

Alcohol  greatly  lessens  the  oxidation  of  the  blood,  weakens 
respiration,  and  largely  interferes  with  the  elimination  of  the 
various  toxemias  upon  which  disease  depends.  —  D.  F.  Mat- 
ter, M.D. 

Effects  of  Tobacco 

Cases  of  lung  disease  are  aggravated  by  the  use  of  tobacco. 
Tobacco  smoke  makes  the  air  impure.  In  bronchitis  tobacco 
smoke  acts  as  an  irritant  to  the  already  irritable  surface  of  the 
bronchial  tubes  ;  it  keeps  up  a  cough. — Sir  B.  W.  Richardson, 
M.D.,  LL.D.,  F.R.S. 


THE   SENSE   OF   TOUCH 

LESSON   25.  — WHAT   WE   LEARN   THROUGH  TOUCH 

Before  it  is  time  for  this  lesson  to  be  given,  collect  a  number 
of  objects  having  different  qualities  of  surface  or  material ; 
those,  for  instance,  which  are  hard,  soft,  smooth,  rough,  cold, 
warm,  heavy,  light,  for  use  in  teaching  the  sense  of  touch. 
Later  on  in  their  school  life  the  children  will  learn  to  distin- 
guish between  the  sense  of  touch  proper,  and  temperature  and 
muscular  sensations,  but  in  primary  grades  such  close  classifi- 
cation is  unnecessary.  If  many  of  the  objects  chosen  are  un- 
familiar to  the  class,  place  these  on  a  low  table  and  call  all 
the  children  about  to  examine  them.  Let  some  of  the  articles 
be  bright-colored  silks  and  woolens,  others  attractive  fruits  and 
flowers. 


THE  SENSE  OF  TOUCH  173 

How  many  know  the  name  of  every  object  on  the  table? 
Who  does  not  ?  Let  each  one  examine  carefully  a  substance 
he  does  not  know,  find  out  how  it  looks,  smells,  and  feels  to 
the  touch,  until  all  are  familiar.  Then  blindfold  the  children 
in  turn  and  ask  them  to  tell  these  different  objects  apart  by 
handling  them.  A  little  practice  will  enable  them  to  tell  silk 
from  cotton,  apples  from  pears,  glass  from  stone,  and  so  on 
throughout  the  list. 

When  all  can  do  this  readily  help  them  to  compare  objects ; 
to  tell  how  they  know  a  peach  from  an  apple  of  the  same  size, 
a  marble  from  a  plum,  a  fur  rug  from  straw  matting. 

Find  a  triangular  block  from  touch  alone ;  one  that  is  square, 
round,  oval.  What  have  we  learned  about  these  blocks  by 
handling  them  ? 

The  sense  of  touch  helps  us  to  know  the  form  of  an  object. 

What  else  can  we  learn  about  things  simply  by  touching 
them  ?  How  do  you  know  that  this  is  a  piece  of  flannel  and 
that  a  bit  of  cotton?  How  can- we  tell  brussels  carpet  from 
oilcloth  if  we  do  not  look  at  either?  a  file  from  a  knife 
blade?  the  bark  of  a  tree  from  the  leaves?  What  new 
fact  about  objects  have  we  learned  from  touching  these 
things  ? 

Give  further  illustration  if  necessary,  allowing  the  children 
to  describe  their  own  sensations  in  each  case,  until  they  know 
that  some  objects  feel  smooth,  others  rough,  and  that  we  learn 
these  qualities  by  the  sense  of  touch. 

Teacher:  "Is  this  glass  tumbler  smooth  or  rough?  Tell 
me  without  touching  it.  How  did  you  find  out  ?  What  other 
sense  besides  touch  helps  us  to  know  whether  objects  are 
rough  or  smooth  ?  " 

Sight  and  touch  help  each  other  in  this,  but  if  we  could  use 
only  one  we  should  choose  touch  because  it  is  less  likely  to  be 
mistaken. 


174  SECOND  YEAR 

The  sense  of  touch  helps  us  to  know  whether  objects  are 
rough  or  smooth. 

Teacher:  "Here  are  two  glasses  of  water  which  look  just 
alike.  Harold  may  see  if  he  can  find  any  difference  between 
them." 

Harold :  "  The  water  feels  warm  in  one  glass  and  cold  in 
the  other." 

Teacher :  "  How  many  have  ever  played  snowball  ?  Is 
snow  cold  or  warm?  Can  you  tell  just  by  looking  at  it? 
How  do  we  know  ?  How  do  you  know  whether  a  flatiron  is 
hot  or  cold  ?  ice  cream  ?  the  flame  of  a  candle  ?  What  is  the 
third  thing  that  the  sense  of  touch  tells  us  about  objects  ?  " 

The  sense  of  touch  helps  us  to  know  whether  objects  are 
cold  or  hot. 

How  much  can  we  find  out  about  a  ball  by  touching  it  ?  a 
piece  of  ice  ?  a  pineapple  ?  a  crayon  ?  the  books  on  our  desks  ? 
the  door  ? 

Continue  this  exercise  with  familiar  objects  until  every 
child  has  had  an  opportunity  to  review  all  that  he  has  learned 
about  the  sense  of  touch. 

Let  the  children  have  a  quiet  game  of  blindman's  buff  until 
they  can  recognize  one  another  by  the  sense  of  touch,  and  can 
also  tell  how  they  know  May  from  Esther,  or  George  from 
Lewis,  when  they  cannot  see  them  or  hear  them  speak.  Give 
each  child  blindfolded  some  article  which  he  has  seen  before, 
and  let  him  try  to  tell  what  it  is  from  the  sense  of  touch  alone ; 
then  ask  him  to  describe  it. 

Allow  the  children,  two  or  three  at  a  time,  to  move  slowly 
about  the  room  with  eyes  closed,  until  they  can  recognize  the 
different  articles  of  furniture  by  touch  and  can  name  the 
qualities  each  possesses. 

Eeview  the  work  of  this  sense  in  other  ways  until  the  class 
can  describe  correctly  the  shape  and  surface  of  all  familiar 


THE   SENSE   OF   TOUCH  175 

objects,  and  can  compare  them  with  reference  to  these  quali- 
ties. Give  a  memory  drill  at  this  point  by  asking  the  children 
to  recall  how  fur  feels  to  the  touch,  also  snow,  putty,  molasses, 
pitch,  a  marble,  wood,  and  other  substances  they  have  recently 
handled.  Thorough  training  in  work  of  this  kind  and  prac- 
tice in  trying  to  describe  the  different  sensations  felt  or  re- 
membered will  not  only  make  the  sense  of  touch  more  delicate 
and  helpful  to  each  child,  but  will  greatly  aid  in  developing 
his  mental  powers. 

LESSON   26.  — THE   ORGAN   OF   TOUCH 

Teacher:  "How  can  we  find  out  that  an  orange  is  round 
and  an  egg  oval  when  our  eyes  are  closed  ?  Where  is  our 
sense  of  touch  ?  Could  we  tell  anything  about  objects  if  we 
had  no  hands  ?  Are  our  feet  of  any  use  in  this  ?  If  we  lay 
an  object  against  our  cheeks  or  on  our  arms  can  we  tell  any- 
thing about  it? 

"  Kate  may  stand  with  her  eyes  closed,  while  I  tap  different 
parts  of  her  body  lightly  with  my  pencil.  Which  parts  did  I 
touch  ?     What  parts  of  the  body  have  no  feeling  ?  " 

Experiment  with  the  children  until  they  know  that  the 
sense  of  feeling  is  in  the  skin,  and  present  in  every  part  of 
the  body  except  the  hair  and  tips  of  the  nails.  Let  them  find 
out  for  themselves  in  what  part  of  the  hand  this  sense  is 
most  delicate.  Tell  them  the  ever  new  story  of  Helen  Keller, 
and  how  she  succeeded  in  passing  the  Harvard  examinations 
for  entrance  to  Radcliffe  College  by  cultivating  her  sense  of 
touch  to  the  highest  possible  degree,  and  through  this  sense 
her  mind.  They  will  be  interested  also  in  hearing  about 
Captain  Nat.  Herreshoff,  one  of  the  famous  boat  builders  of 
the  world.  He  has  been  blind  ever  since  he  was  a  boy,  and 
yet  has  trained  his  sense  of  touch  so  thoroughly  that  he  knows 
more   about   boats   than  most  people  who   can  see,  and  has 


176 


SECOND  YEAR 


even  helped  to  build  some  of  the  boats  which  have  won  the 
America  cup  in  our  famous  yacht  races. 

What  a  Blind  Man  Did 

Here  is  a  true  story  about  another  blind  man,  who  lived 
in  Ohio.  He  was  a  carriage  maker  and  worked  at  his  trade 
until  he  was  about  thirty  years  old.  One  day  while  he  was  at 
work  a  piece  of  iron  struck  his  eye  and  destroyed  the  sight. 
By  and  by  the  sight  of  the  other  eye  began  to  be  affected 
and  he  lost  that  too. 

He  did  not  grow  discouraged,  because  he  had  two  dear  little 
children,  and  the  thought  that  he  must  take  care  of  them 


made  him  feel  that  he  could  work  even  without  his  eyesight. 
He  went  back  to  his  shop,  and  after  a  little  found  that  he 
could  do  many  kinds  of  work  as  well  as  before. 

Both  the  children's  birthdays  came  the  same  day,  so  they 
called  themselves  the  twins,  although  Helen  was  three  years 
older  than  her  little  brother.  When  she  was  seven  years  old 
and  Roger  four,  their  father  made  them  a  little  cart  and  taught 
Leo,  the  big  black  dog,  to  draw  them  up  and  down  the  road. 


THE   SENSE   OF   TOUCH  177 

Leo  had  a  harness  made  just  to  fit  him,  and  he  was 
very  proud  when  he  could  have  it  on  and  go  out  with  the  chil- 
dren. Don't  you  think  they  must  have  had  pretty  good  times 
together  ? 

"  Our  papa  doesn't  need  eyes  in  his  head,"  said  Helen  and 
Roger  one  day  to  some  of  their  little  playmates,  "because  he 
can  see  with  his  fingers.  Anyhow,  he  can  make  nicer  things 
than  other  people's  papas  who  have  eyes.  And  we  see  for 
him  every  time  he  wants  us  to,  'cause  he's  the  best  papa  in  the 
world." 

Care  of  the  Senses 

What  did  Helen  and  Roger  mean  when  they  said  their 
father  could  see  with  his  fingers  ?  Can  we  see  with  ours  if  we 
try  as  hard  as  he  did  to  train  them  ?  In  what  kinds  of  work 
do  we  need  a  delicate  sense  of  touch  ?  How  can  we  keep  it 
delicate  ?  How  shall  we  take  care  of  our  hands  ?  our  nails  ? 
Why  do  blind  people  usually  have  a  finer  sense  of  touch  than 
others  ?  Do  we  need  to  lose  our  eyesight  in  order  to  give  our 
sense  of  touch  proper  training  ? 

MEMORY   POINTS 

The  sense  of  touch  tells  us  the  form  and  shape  of  any  object. 

It  tells  us  whether  objects  are  rough  or  smooth,  hot  or  cold,  hard 
or  soft. 

We  can  recognize  objects  by  the  sense  of  touch.    . 

The  sense  of  touch  is  in  every  part  of  the  body  except  the  hair 
and  nails. 

A  blind  man  sees  with  his  fingers. 

We  must  keep  our  nails  and  fingers  clean  and  neat. 

We  need  a  delicate  sense  of  touch  in  order  to  do  any  kind  of 
work. 

We  do  not  need  to  lose  our  eyesight  in  order  to  train  our  sense 
of  touch. 

OR.    LESS.    IN    HY.  — 12 


178  SECOND  YEAR 

EMINENT  AUTHORITIES  FOR  THE  TEACHER 

Careful  experiments  on  the  sense  of  touch,  on  the  muscular 
sense,  on  sight,  on  hearing,  on  simple  reaction  to  a  given  sig- 
nal, on  discrimination  of  signals,  have  all  shown  that  rapidity 
of  perception,  or  discrimination,  is  invariably  diminished,  even 
by  exceedingly  small  doses  of  alcohol.  —  T.  Morton,  M.D. 

As  a  result  of  the  study  of  the  effects  of  alcohol  on  the 
senses,  it  is  found  in  each  instance  that  the  power  of  the  sense 
diminishes.  The  sense  of  touch  is  obscured.  In  all  the  five 
senses  a  marked  paralysis  and  diminished  acuteness  followed 
the  use  of  small  doses  of  alcohol.  —  C.  H.  Shepard,  M.D. 


TOBACCO 

11  The  severest  test  of  the  modern  gentleman  is  his  willingness  to  forego 
his  pipe  for  the  comfort  and  health  of  another." 

LESSON  27.  — THE  TOBACCO  PLANT 

Give  a  general  talk  about  plants,  and  what  we  obtain  from 
them.  Ask  the  children  to  name  different  articles  of  food,  such 
as  oatmeal,  flour,  Indian  meal,  fruit.  From  what  plant  is  each 
obtained  ?     How  is  each  prepared  for  food  ? 

After  some  of  the  useful  plants  have  been  mentioned,  call 
for  the  names  of  some  of  the  harmful  or  poisonous  ones. 
Most  children  have  been  warned  against  the  poison  ivy,  wild 
parsnips,  and  certain  weeds,  and  will  doubtless  be  able  to  tell 
something  of  the  results  of  handling  such  plants. 

Teachex :  "Some  plants  do  not  poison  the  skin  when  we 
touch  them,  but  their  leaves  contain  poisonous  juices,  which, 
if  taken  into  the  body,  may  injure  it.  To-day  we  are 
going  to  talk  about  a  kind  of  plant  which  men  sometimes 
smoke  and  chew.     Who  can  tell  me  what  it  is  ?  " 


TOBACCO 


179 


More  than  four  hundred  and  fifty  years  ago  there  were  no 
white  men  living  in  America.  The  Indians,  who  lived  in  small 
huts  called  wigwams  and  moved  from  place  to  place  to  find 
pasture  for  their  ponies  or  game  in  the  forests,  were  the  only 
people  here. 

There   were   no   nice   farms   with    plows    and   other   farm 
machinery  as  there  are  now,  but  some  of  the 
Indians  raised  corn  and  a  few  other  things. 

In  the  Indian  family  the  man  hunts  and 
fishes,  while  the  woman  does  all  the  work 
around  the  wigwam.  So  the  women  Avere 
really  the  farmers. 

This  is  the  way  they  did  it.  They  chose 
a  piece  of  ground  near  their  wigwams,  and 
with  their  hands  and  the  aid  of  a  strong 
forked  stick  they  scratched  up  the  earth  as 
deep  as  they  could  and  made  it  smooth  and 
mellow.  Then  they  planted  the  corn  and 
watched  it  carefully  to  keep  the  crows  and 
ravens  from  scratching  it  up. 

No  one  in  Europe  had  ever  heard  of 
Indian  corn  until  some  men  came  over  in  a 
ship  to  America  and  saw  it  growing  around 
the  wigwams  of  the  Indians.  But  besides  the  corn  they  found 
another  plant  growing  in  the  cultivated  spots.  This  plant 
seemed  stranger  to  them  than  the  corn.  The  leaves  were 
large  and  hairy ;  the  lower  ones  were  sometimes  two  feet  long, 
and  the  plants  were  from  three  to  six  feet  high.  The  men 
looked  for  fruit,  but  there  were  only  pretty  flowers  and  very 
tiny  seeds.     This  new  plant  was  tobacco. 

The  men  asked  the  Indians  what  this  curious  plant  was  good 
for.  Then  the  old  Indians  brought  out  their  pipes  —  long  pipes 
made  of  soft  red  stone  with  queer  pictures  carved  on  them,  and 
putting  some  of  the  dried  leaves  of  last  year's  crop  into  the 


180  SECOND  YEAR 

bowls  of  their  pipes,  they  began  to  smoke.  It  was  all  very- 
new  and  surprising  to  the  white  men  at  first,  but  after  a  time, 
as  often  happens  with  tobacco  unless  people  refuse  to  touch  it, 
these  men  began  to  like  to  smoke  it  themselves.  When  they 
went  back  home  across  the  ocean  they  took  some  of  the  dried 
leaves  and  also  some  of  the  seeds.  They  planted  the  seeds 
the  next  year,  and  in  a  few  years  tobacco  was  raised  in  many 
of  the  countries  of  Europe. 

In  those  days,  doctors  and  scientists  did  not  know  so  much 
as  they  do  now  about  disease  or  about  the  things  which  hurt 
the  body  and  brain,  but  they  soon  found  out  that  tobacco  was 
not  good  for  people.  The  priests  and  rulers  opposed  it,  and  one 
of  the  kings  of  Europe  wrote  a  book  against  the  use  of  tobacco. 
One  of  the  popes  would  not  allow  tobacco  users  to  belong 
to  the  Catholic  Church.  But  still  this  habit  had  got  such 
a  hold  on  some  people  that  they  kept  on  using  it.  That  is 
one  of  the  great  dangers  of  touching  tobacco  at  all.  When  a 
man  begins  to  smoke  or  chew,  he  is  likely  to  become  a  slave 
to  the  habit,  and  it  is  almost  impossible  to  break  away  and 
become  free  from  it  —  at  least  it  is  so  hard  that  few  ever  do. 

How  Tobacco  hurts  People 

Teacher :  "  Now  that  we  know  the  story  of  the  tobacco  plant 
and  how  the  white  men  first  came  to  use  it,  who  can  tell  — 
"  Why  tobacco  is  not  good  for  people  to  smoke  or  chew  ?  " 

In  tobacco  there  is  nicotine,  which  is  a  strong  poison,  and 
this  poison  has  the  power  to  hurt  people  who  smoke  or  chew. 

Teacher:  "Tell  me  some  things  which  you  have  learned 
about  the  ways  in  which  tobacco  may  hurt  those  who  use  it." 

The  following  should  be  brought  out :  — 

Nicotine  may  hinder  the  development  of  the  bones;  so  that 
boys  who  smoke  do  not  grow  well. 


TOBACCO  181 

Cigarettes  often  dull  the  brain  and  make  boys  who  smoke 
them  stupid. 

Cigarette  smoking  hurts  the  eyes,  and  sometimes  makes  the 
smoker  color  blind. 

Tobacco  hurts  the  heart,  and  sometimes  people  have  a  kind 
of  heart  disease  caused  by  smoking. 

When  one  has  used  tobacco  for  a  time,  he  becomes  a  slave 
to  the  habit,  and  it  is  very  hard  to  be  free  again. 

The  tobacco  habit  is  a  dirty  one,  and  selfish  as  well,  for 
people  who  do  not  smoke  are  often  compelled  to  breathe  the 
stale  smoke  from  the  cigarette  or  pipe  of  the  smoker. 

After  the  pupils  have  been  drilled  upon  these  truths  until 
even  the  slowest  members  of  the  class  know  why  it  is  a  dan- 
gerous and  unwise  thing  to  begin  the  use  of  cigarettes  or  of 
tobacco  in  any  form,  tell  the  following  story :  — 

How  Tobacco  hurts  Land 

Albert  and  Mamie  Brown  lived  in  Massachusetts,  but  their 
Uncle  Frank  owned  a  large  farm  in  the  South.  The  children's 
father  raised  oats,  corn,  and  hay  on  his  farm,  and  kept  several 
cows.  That  was  the  only  kind  of  a  farm  the  children  knew 
anything  about. 

One  day  Mrs.  Brown  started  south  to  visit  at  her  brother's 
home,  taking  Albert  and  Mamie  with  her.  It  was  the  first 
time  the  children  had  ever  been  there,  and  everything  seemed 
strange  aud  new  to  them. 

The  day  after  they  arrived,  Uncle  Frank  asked  Albert  if  he 
would  like  to  go  over  the  plantation  with  him.  They  call  the 
large  farms  plantations  in  the  South.  Albert  was  delighted, 
and  said  he  would  be  very  glad  to  go. 

They  passed  some  hayfields  at  first  which  looked  very  much 
like  the  fields  at  home ;  then  they  came  to  fields  that  looked 
very  queer  to  Albert.    When  they  were  quite  a  way  off,  Albert 


182  SECOND  YEAR 

thought  perhaps  it  was  a  field  of  corn,  but  when  they  came 
nearer,  the  plants  did  not  look  at  all  like  corn. 

There  were  men  working  in  the  fields. 

"  What  is  the  prospect  for  a  crop  ?  "  asked  Uncle  Frank  of 
a  man  who  was  working  near  the  road. 

"  Pretty  poor  prospect,"  said  he.  "  The  land  is  almost  run 
out.  Tobacco  is  dreadfully  hard  on  the  soil.  The  Colonel 
Briggs  place,  over  east,  is  about  as  barren  as  a  desert  from 
raising  tobacco." 

Uncle  Frank  and  Albert  went  on  toward  some  large  sheds 
in  the  lower  field. 

"  Why,  uncle,"  said  Albert,  "  tobacco  isn't  good  for  anything, 
is  it  ?  We  learned  at  school  that  it  is  likely  to  injure  the 
health  and  the  minds  of  those  who  use  it>  and  now  that  man 
says  it  ruins  the  land.  What  makes  you  raise  such  a  crop  as 
that  ?  " 

Uncle  Frank  looked  sober. 

"  That  is  about  what  it  does,"  said  he ;  "  but  there  used  to 
be  money  in  it." 

"Isn't  there  money  in  anything  else  which  doesn't  spoil  the 
land  it  grows  on,  and  everything  else  it  touches  ?  " 

"  I  suppose  there  is,  if  one  found  the  right  thing,"  was  the 
reply. 

Albert  said  nothing,  but  he  was  thinking  hard. 

Then  they  entered  the  sheds,  and  Uncle  Frank  showed 
Albert  that,  when  they  had  been  cut  from  the  stalks,  the 
leaves  were  bound  together  in  bunches  or  "  hands  "  and  hung 
in  the  sheds  to  cure,  ready  to  be  packed  for  the  market. 

That  night  Uncle  Frank  overheard  Albert  telling  Mamie 
what  he  had  seen  on  the  plantation. 

"Would  you  believe  it,  Mamie,"  said  he,  when  he  had  told 
her  what  the  workman  had  said,  "people  keep  on  raising  to- 
bacco when  they  know  that  it  spoils  the  land,  and  may  hurt 
everybody  who  uses  it  ?  " 


TOBACCO  183 

A.  few  days  later,  Uncle  Frank  came  home  from  town  with 
a  mysterious  smile  on  his  face.  After  a  little  coaxing  he  told 
the  family  that  Albert  had  set  him  thinking,  and  that  at  last 
he  had  made  up  his  mind  not  to  raise  the  useless  tobacco  any 
longer. 

"  I  am  going  to  study  the  soil,"  said  he  to  his  sister,  Mrs. 
Brown,  "  and  find  what  it  needs  to  help  me  raise  crops  which 
will  be  of  use  to  people  without  hurting  the  land." 


MEMORY  POINTS 

A  large  part  of  our  food  comes  from  plants  which  grow  in  the 
earth. 

All  plants  are  not  good  for  food.  Some  are  poisonous  to  the 
touch  or  taste. 

Tobacco  is  one  of  these  poisonous  plants. 

It  is  almost  sure  to  hurt  the  health  of  any  one  ivho  smokes  or 
chews  it. 

It  is  harmful  because  it  contains  the  poison  nicotine. 

Nicotine  may  stunt  the  growth. 

It  often  dulls  the  brain  and  makes  the  user  stupid. 

It  is  bad  for  the  eyes  and  often  causes  color  blindness. 

It  hurts  the  heart. 

It  makes  one  a  slave  to  a  bad  habit. 
.    It  is  a  selfish,  filthy  practice  to  smoke  or  chew. 

EMINENT  AUTHORITIES  FOR  THE  TEACHER 

Physiology  and  observation  both  lead  to  the  same  conclusion, 
that  cigarettes  not  only  dwarf  the  boy  mentally  and  physically, 
but  make  a  criminal  of  hirm  Their  sale  to  young  men  should 
be  prohibited,  and  to  a  boy  under  sixteen  made  criminal. 
—  Hon.  Geo.  Torrance,  General  Superintendent  Illinois  State 
Reformatory. 


184  SECOND  YEAR 

Effects  of  Tobacco  on  General  Health 

An  agent  that  is  capable  of  such  potent  evil,  which  through 
its  sedative  effect  upon  the  circulation  creates  a  thirst  for 
alcohol ;  which  exerts  a  depressing  and  disturbing  effect  upon 
the  nerve  centers ;  which  determines  functional  diseases  of  the 
heart;  which  impairs  vision,  blunts  memory,  and  interferes 
with  mental  effort  and  application,  —  ought,  in  my  judgment  as 
a  sanitary  officer,  at  whatever  cost  of  vigilance,  to  be  rigorously 
interdicted.  —  Philip  S.  Wales,  Surgeon  United  States  Army. 

The  smoker  is  liable  at  any  time  to  be  wafted  out  into  the 
deep  waters  of  serious  nervous  disease,  or  to  injure  his  eyes  or 
sense  of  taste,  or  form  a  love  for  exciting  food,  or  even  drink, 
or  he  may  go  down  on  the  rocks  of  some  acute  disease,  because 
he  has  wasted  his  nervous  force  and  has  not  vitality  enough  to 
resist  it.  —  Journal  of  Hygiene.  • 


BEEB 

LESSON   28.  — WHY  BEER   IS   NOT  A  FOOD 

Ix  order  to  give  little  children  an  intelligent  idea  of  the 
reasons  why  they  should  not  drink  beer,  which  in  too  many 
localities  flows  almost  as  freely  as  water,  it  is  especially  need- 
ful to  begin  with  the  facts  already  familiar  to  them.  This 
lesson  may  be  introduced  by  a  story  to  illustrate  the  first  point. 
We  suggest 

Pietro's  Two  Breakfasts 

Where  was  Pietro  ?  Dorothy  and  Prince  had  got  into  dis- 
grace waiting  for  him.  When  he  didn't  appear  as  usual, 
directly  after  breakfast,  they  had  gone  for  a  romp  into  that 
forbidden  ground,  the  study,  and  Prince  had  torn  up  Mr.  Gray's 
half-written  sermon. 

"  I  s'pose  I  ought  to  sit  in  the  corner  half  an  hour  for  that," 


BEER 


185 


sighed  Dorothy,  who  usually  planned  her  own  punishments; 
"  and  it's  all  your  fault  too,  you  careless  Prince." 

"No,  it  wasn't  either,  'cause  I  shouldn't  have  let  you  come 
in  here,  but  it  was  such  a  nice  place  to  play,"  went  on 
Dorothy  mournfully,  as 
she  climbed  on  the  high 
stool  to  do  penance. 

Prince  leaned  against 
her  knee,  a  world  of  sor- 
rowful sympathy  in  his 
doggish  eyes  and  heart. 
He  felt  wholly  to  blame, 
but  how  was  he  to  know 
what  papers  were  choice 
and  not  to  be  played 
with.  He  could  only 
take  his  punishment  in 
the  corner  too,  and  say 
nothing. 

Just  then  a  mop  of 
curly,  black  hair  and  two 
shining  eyes  appeared 
at  the  window.  They 
belonged  to  Pietro,  the 
hand-organ  boy. 

"  Me  play-a  for  you  ?  "  he  said,  with  his  sweetest  smile. 

"  Oh,  do,"  begged  Dorothy,  forgetting  all  about  her  punish- 
ment and  running  to  the  window.  Prince  ran  too,  barking 
loudly,  for  Pietro  was  a  great  friend  of  his. 

"  Have  you  had  any  breakfast,  Pietro  ? "  asked  Dorothy, 
when  the  boy  had  played  all  his  tunes. 

"  Me  had-a  big  mug-a  beer." 

"  That  wasn't  any  breakfast,  at  all.  My  mamma'll  get  you 
one,"  said  Dorothy,  running  to  find  Mrs.  Gray. 


186  SECOND  YEAR 

-  "  Me  big-a  man  some  day !  Keep-a  store ! "  said  Pietro  as  he 
finished  the  nice  steak  and  potatoes  Mrs.  Gray  brought  him. 

"  Does  the  monkey  have  beer  too  for  his  breakfast  ?  "  asked 
Dorothy. 

"No,  no;  beer  mak'-a  monk'  sick,"  said  Pietro,  hastily. 
Mrs.  Gray  smiled,  then  looked  grave. 

"  Do  you  think  beer  is  a  good  thing  for  boys  when  it  is  so 
bad  for  monkeys  ?  M  she  asked  finally. 

Pietro  didn't  know  what  to  say  to  this,  so  he  kept  still. 

"  Suppose  I  gave  Dorothy  for  her  breakfast  only  a  large  glass 
of  water,  with  a  very  little  food  in  it,  and  that  little  spoiled 
by  having  a  tiny  bit  of  poison  mixed  with  it.  Do  you  think 
she  would  grow  or  keep  well  ?  That's  what  she  would  have 
if  I  gave  her  beer  to  drink,  and  boys  need  good  food  as  much 
as  girls." 

"  Beer  plent'-a  cheap,"  said  Pietro,  after  a  moment's  thought. 

Mrs.  Gray  considered. 

"  How  would  you  like  to  work  here  for  your  meals  ?  "  she 
said  presently.  "  I  will  give  you  all  the  good  food  you  can 
eat  every  day,  if  you  will  help  me  an  hour  or  two  in  the 
morning." 

"Monk'  plent'-a  eat,  too  ?  "  said  Pietro,  hesitatingly. 

"  Yes,  your  monkey  shall  have  all  he  can  eat  too,"  said  Mrs. 
Gray,  with  a  smile,  and  so  it  was  arranged. 

Pietro  drank  no  more  beer,  and  to-day  he  is  a  large  strong 
man,  with  a  fruit  store  all  his  own. 

Teacher  :  "  Who  knows  why  Pietro  needed  two  breakfasts 
that  morning  ?     Why  wasn't  the  beer  enough  ?  " 

If  all  cannot  answer  the  question,  hold  up  two  apples,  one 
sound  and  ripe,  the  other  nearly  all  decayed.  Ask  why  every 
one  would  choose  the  sound  fruit,  bringing  out  the  facts  that  — 

The  partly  decayed  apple  was  once  good  to  eat. 
Only  a  little  of  the  good  part  is  left. 


BEER  187 

Its  good  taste  and  flavor  are  now  spoiled. 
It  is  no  longer  a  good  food. 
It  is  not  safe  to  eat. 

Then  show  that  a  glass  of  beer  is  like  this  apple  in  some 
ways  because  — 

It  was  once  good  barley  or  other  grain. 

Only  a  very  little  of  the  good  part  is  left  when  it  is  made 
into  beer. 

Its  good  taste  and  flavor  are  spoiled. 

It  is  no  longer  a  good  food. 

It  is  not  safe  to  drink. 

"  Who  can  tell  me  now  why  Pietro  was  so  glad  to  get  the 
steak  and  potato  Mrs.  Gray  brought  him  ?  " 

He  was  hungry. 

The  beer  wasn't  a  good  breakfast  for  a  boy. 

Get  the  thoughts  of  all  on  this  question;  then  ask  how 
many  remember  what  food  does  for  us  when  we  eat  it,  bring- 
ing out  in  review  the  facts  learned  in  previous  lessons,  that  — 

{Makes  us  grow. 
Gives  us  strength. 
Keeps  us  warm. 

Teacher:  "Beer  would  make  a  good  breakfast  for  us  if  it 
could  do  all  these  things,  but  it  can't. 

"One  of  my  neighbors  used  to  give  her  little  girl  sips  of 
beer  at  the  table,  to  give  her  an  appetite,  she  said.  But  that 
didn't  help  matters.  The  child  was  sick  and  fretful,  and  did 
not  care  to  run  and  play  with  her  little  friends. 

"  The  doctor  told  the  mother  to  give  the  little  girl  milk  in- 
stead of  beer,  and  to  keep  her  outdoors  as  much  as  possible. 
After  a  little  the  roses  began  to  come  back  to  the  child's  pale 
cheeks,  and  she  grew  stronger.  Now  she  is  straight  and  tall 
like  her  brothers,  but  she  never  touches  beer. 


188  SECOND  YEAR 

"Some  people  drink  beer  in  winter,  thinking  it  will  help 
keep  them  warm.     Are  they  right  ? 

"  Suppose  we  open  all  the  doors  and  windows  on  a  very  cold 
day  to  let  the  heat  from  our  stoves  and  furnaces  warm  the 
air  outside,  would  that  give  us  summer  weather? 

"  No,  indeed ;  we  should  not  feel  the  difference  outside,  but 
our  houses  would  get  so  cold  we  could  not  live  in  them. 

"  It  would  be  just  as  foolish  to  drink  beer  to  keep  us  warm, 
for  it  sends  the  heat  to  the  surface  of  our  bodies  where  it 
passes  off,  just  as  it  does  from  the  open  doors  and  windows 
of  the  house,  and  doesn't  leave  enough  behind  to  keep  us 
warm." 

What  would  beer  do  for  us  if  we  were  to  use  it  in  place  of 
the  food  we  need  ? 

Write  these  statements  on  the  board  when  given,  in  contrast 
to  the  review  facts  already  brought  out  regarding  food. 

{Hinders  our  growth. 
Makes  us  weak. 
Does  not  keep  us  warm. 


LESSON  29—  WHY  BEER   IS  A  BAD  DRINK 

Teacher :  "  Do  you  remember  that  beautiful  plant  I  would 
not  let  you  touch  when  we  went  to  the  woods  last  fall  ?  " 

Grace  :  "  You  said  it  was  poison  ivy,  and  would  make  our 
hands  burn  and  smart  if  we  picked  it." 

Teacher  :  "  Grace  is  right.  Listen  while  I  tell  you  what  a 
poison  is." 

A  poison  is  something  which  can  hurt  us  or  make  us  sick. 

Some  things  are  poisonous  to  the  touch,  and  we  have  to  be 
very  careful  to  let  them  alone.  Others  are  poisonous  when 
we  put  them  into  our  mouths,  or  swallow  them.     What  is  the 


BEER  189 

name  of  the  poison  in  beer  and  other  like  drinks  made  from 
grains  ?     Tell  me  one  reason  why  beer  is  harmful. 

Beer  is  a  bad  drink  because  there  is  a  poison,  alcohol,  in  it. 

If  it  is  still  difficult  for  all  to  understand  why  beer  is  a 
dangerous  drink,  when  the  grain  from  which  it  is  made  is  good 
for  food,  show  or  tell  them  about  other  food  substances  which 
may  be  so  changed  as  to  be  disagreeable  or  totally  unfit  to  eat. 
Familiar  instances  of  such  changes  are  sour  milk,  moldy 
bread  or  cake,  fruits  and  vegetables  which  have  begun  to 
decay. 

Do  not  give  the  children  the  idea  that  one  and  the  same 
change  has  occurred  in  each  of  these  instances ;  that  beer  is 
the  same  as  rotten  grain,  for  instance. 

They  know  already,  from  simple  lessons  on  the  grape  and 
apple,  that  wine  and  cider  are  made  from  these  fruits  by  the 
action  of  tiny  plants  called  ferments.  Tell  them  that  other 
tiny  plants  cause  each  of  the  changes  referred  to ;  that  we  call 
one  kind  molds,  another  germs  of  decay,  while  the  ferment 
which  makes  beer  is  yeast.  They  will  readily  understand 
that  since  there  is  a  different  result  in  each  of  these  instances, 
there  must  be  a  different  kind  of  plant  in  each  case. 

Teacher:  "There  is  another  reason  why  we  should  never 
begin  to  drink  beer.  It  is  because  it  is  so  hard  for  people  to 
give  it  up  when  they  have  once  begun  its  use.  Food  does  not 
act  in  that  way. 

"Yesterday  I  was  visiting  my  friend  in  her  pretty  home. 
While  we  were  talking  her  little  son  came  running  toward  the. 
house  as  fast  as  he  could  go.  He  dashed  up  the  steps  and  fell 
head  first  over  a  hassock  on  the  piazza,  bumping  his  head 
badly. 

« t  Why,  Ernest,  what  made  you  in  such  a  hurry  ?  '  asked  his 
mother,  as  she  bathed  his  forehead  and  comforted  him.    '  Didn't 


you 


see  the  hassock  ?  ' 


190  SECOND   YEAR 

"  <  Yes,  mother ;  but  I  was  going  so  fast  I  couldn't  stop.' " 
Teacher:  "That's  what   people   say  sometimes  when   they 

get  into  the  habit  of  beer  drinking.     'I  want  to  stop  but  I 

can't ;  I  like  it  too  well.'     How  can  we  be  sure  not  to  get  the 

beer  appetite  ?  " 

Tell  me  two  reasons  why  we  should  never  taste  this  bad 

drink. 

Beer  contains  a  poison,  alcohol. 

People  who  drink  beer  may  want  more  and  more  of  this 
poison. 

How  Beer  hurts  People 

Teacher:  "What  are  some  of  the  ways  in  which  beer  hurts 
those  who  drink  it  ?     Let  us  see  if  we  can  find  out. 

"  What  does  a  boy  need  to  make  him  a  good  football 
player  ?  " 

Hugh :  "  He  needs  lots  of  muscle." 

Teacher:  "Tell  me  some  other  people  who  need  muscle. 
How  many  of  you  would  rather  have  firm,  strong  arms  and 
legs  than  soft,  flabby  ones  ?  You  must  be  very  careful  to  let 
beer  alone  then,  for  beer  cannot  make  good  muscle.  It  makes 
people  weak  instead  of  strong. 

"  When  I  was  a  little  girl  I  was  very  much  afraid  of  the 
blacksmith  who  lived  near  by.  He  didn't  like  children,  and 
was  always  grumbling  and  finding  fault  with  his  own  boys 
and  girls.  One  day  I  saw  him  carrying  a  jug  into  the 
house. 

" '  What  do  you  suppose  he  has  in  it  ? '  I  asked  my  mother. 

" '  I'm  afraid  it's  a  jug  of  beer,'  she  said.  Then  she  told  me 
that  this  blacksmith  I  was  so  afraid  of  used  to  be  kind  to 
every  one,  but  that  since  he  began  to  drink  beer  he  had  grown 
cross  and  disagreeable." 

Why  was  beer  a  bad  drink  for  this  man  ? 


BEER  191 

Would  it  be  any  better  for  us  ? 

Name  all  the  ways  we  have  found  in  which  beer  hurts 
people. 

MEMORY  POINTS 

Beer  has  no  use  as  a  food. 

It  hinders  growth,  makes  people  weak,  and  does  not  keep  them 
warm. 

The  good  grain  is  changed  into  a  harmful  drink  when  it  is  made 
into  beer. 

This  change  is  caused  by  tiny  plants  called  ferments. 

Beer  is  a  bad  drink  because  there  is  some  of  the  poison,  alcohol, 
in  every  glass  of  it. 

We  should  not  drink  beer  because  it  is  so  hard  for  people  to 
give  it  up  when  they  have  once  begun  its  use. 

Beer  injures  the  health. 

Beer  often  makes  people  want  stronger  liquor. 

EMINENT  AUTHORITIES   FOR  THE   TEACHER 
Beer  contains  Alcohol 

In  beer  the  percentage  of  alcohol  varies  from'  two  to  ten  per 
cent.  —  M.  Joffrey,  in  Revue  Scientijique. 

Beer  not  a  Food 

So  far  from  being  an  innocent  and  healthful  article  of  diet, 
beer  and  all  that  class  of  liquors  are  poisonous  and  unwhole- 
some, with  no  practical  food  value. — Norman  Kerr,  M.D., 
F.L.S. 

Beer  lessens  Strength 

A  moderate  dose  of  beer  or  wine  would  in  most  cases  at 
once  diminish  the  maximum  weight  which  a  healthy  person 
could  lift.  —  William  Brunton,  M.D.,  F.R.S. 


192  SECOND  YEAR 

Beer  produces  Fat 

The  less  of  alcohol  or  of  malt  the  better,  if  we  would  be 
thin.  —  London  Lancet. 

Beer  makes  People  Cross 

Our  beer  drinkers  become  besotted.  Beer  makes  them 
cross.  It  makes  their  homes  unpleasant.  It  prevents  them 
from  rising  in  civilization.  —  John  Todd,  M.D. 

Beer  enslaves  People 

Beer  not  only  creates  an  appetite  for  something  stronger, 
but  it  excites  men  to  acts  of  violence,  desperation,  and  crime. 

—  Scientific  American. 


LESSON  30.  — REVIEW  QUESTIONS 

What  keeps  our  bodies  from  wearing  out? 

What  three  things  does  food  do  for  us  ? 

What  can  we  do  to  keep  our  bodies  well  and  help  them 
grow? 

Why  do  we  need  to  bathe  often  ? 

How  do  cigarettes  often  hurt  the  teeth  ? 

How  should  the  hair  and  nails  be  taken  care  of  ? 

What  kinds  of  foods  are  best  in  hot  weather?  in  cold 
weather  ? 

How  does  the  sense  of  taste  help  us  in  choosing  our  food  ? 

How  can  we  help  this  delicate  sense  organ  to  do  its  work  ? 
How  can  we  control  it  ? 

Why  does  wine  hurt  those  who  drink  it  ? 

How  does  wine  differ  from  grape  juice  ? 

What  parts  of  the  eye  can  we  see  ? 

Why  do  we  need  eyelashes  ?  eyebrows  ?  tears  ? 


BEER  193 

What  do  we  learn  through  our  eyes  which  we  could  not 
find  out  any  other  way  ? 

How  should  we  take  care  of  our  eyes  ? 

Of  what  use  is  the  voice  ? 

How  can  we  train  our  voices  to  be  sweet  and  pleasant  ? 

Why  has  the  outer  ear  many  curves  and  wrinkles  ? 

Why  have  we  been  given  the  sense  of  hearing  ? 

What  does  the  sense  of  smell  do  for  us  ?  Why  do  we  need 
more  than  one  way  to  breathe  ?     Which  is  the  better  way  ? 

How  can  we  take  care  of  the  nose  ? 

Why  is  tobacco  so  likely  to  injure  those  who  smoke  or 
chew  it? 

Why  is  beer  not  a  food  ? 

Why  is  it  a  bad  drink  ? 

How  does  it  often  hurt  people  ? 


OR.     LKSS.    IN    HY.  V3 


THIRD   YEAR   TOPICS 


I. 

Pure  Air  and  Breathing  . 

II. 

Drinks  which  Hurt    . 

III. 

Food 

IV. 

The  Stomach 

V. 

The  Blood    . 

VI. 

Brain  and  Nerves 

VII. 

The  Bones     . 

VIII. 

The  Muscles 

IX. 

Beer 

X. 

Cigarettes    . 

XI. 

The  Skin  and  Cleanliness 

XII. 

The  Special  Senses 

195 
204 
209 
214 
220 
230 
245 
252 
261 
266 
274 
281 


194 


PURE   AIR   AND   BREATHING 
LESSON   1.  — MISS   AYER'S   SCHOOL 

It  was  a  dull  rainy  day  outside,  and  even  if  the  teacher's 
face  was  twice  as  bright  as  usual  to  make  amends  for  the 
external  gloom,  her  pupils  were  not  making  much  progress  in 
their  work. 

Homer  was  cross  because  he  had  a  sore  throat,  and  the 
teacher  wouldn't  let  him  wade  in  the  little  pools  of  water  out- 
side during  recess  time. 

Ean  couldn't  get  her  spelling  because  her  head  ached. 

Kate's  pencil  was  lost,  and  her  best  friend,  Dora,  just  across 
the  aisle,  had  refused  to  lend  one  of  hers,  although  she  had 
three  long  ones  in  her  box.  Kate,  the  careless  one  of  the  room, 
hated  to  call  the  teacher's  attention  to  this  fresh  loss.  She 
would  be  sure  to  say,  as  she  had  before :  — 

"  Another  lost  pencil,  Kate  ?  I  am  afraid  you  were  not  at 
home  when  Fairy  Order  called  at  your  house  this  morning, 
so  she  has  been  helping  some  other  girl  look  after  her  things." 

Miss  Ayer  noticed  the  doleful  faces  and  the  general  depres- 
sion, and  said :  "  You  may  close  your  books,  and  Homer  may 
open  the  windows  on  the  south  side  of  the  room,  and  the  door. 
We  will  march  around  the  room,  drawing  in  deep  breaths  of 
air  as  we  go." 

When  this  was  over  and  they  were  seated  again,  she  told  the 
following  story  :  — 

The  Secret  of  a  Fine  Figure 

Last  summer  I  visited  a  famous  school,  which  is  more  than 
a  hundred  years  old.    In  one  of  the  galleries  hang  portraits  of 

195 


196  THIRD  YEAR 

many  fine-looking  men  and  women  who  went  to  this  school 
when  they  were  young.  All  of  them  have  fine  graceful  figures. 
As  the  principal  saw  me  looking  at  them,  she  said  :  — 

"  Our  school  is  noted  for  the  health,  ease,  and  grace  of  its 
pupils." 

I  asked  the  secret,  and  she  said :  — 

"  Pure  air  and  proper  breathing  help  our  pupils  to  stand  and 
walk  well,  and  to  become  healthy  and  graceful." 

"  That  is  something  for  me  to  remember,"  I  thought  to  my- 
self. "  I'll  find  out  more  about  it  and  tell  my  boys  and  girls 
when  we  are  back  in  school  next  fall,  and  we'll  see  if  they  can 
be  as  straight,  healthy,  and  graceful  when  they  are  through 
next  year's  work." 

I  asked  this  principal  many  questions  which  she  kindly 
answered,  and  just  before  I  came  away  she  told  me  about  a 
famous  breathing  exercise  which  had  been  in  use  in  that  school 
ever  since  it  started.  Suppose  we  all  take  it  now  while  I  tell 
you  about  it,  and  perhaps  some  of  our  round  shoulders  will  go 
back  into  place  before  we  know  it. 

Stand  with  heels  together  and  toes  turned  out  in  this  way  at 
an  angle  of  forty-five  degrees,  arms  down  at  the  side. 

Raise  arms  to  the  level  of  the  shoulders,  with  bent  elbows, 
holding  the  arms  in  front  of  the  chest  so  that  the  middle 
fingers  just  touch.  Then  draw  in  a  deep  breath,  rising  slowly 
meanwhile  on  the  toes,  and  at  the  same  time  raise  arms  over 
the  head  with  fingers  still  touching. 

Let  arms  descend  back  of  the  head,  keeping  fingers  together 
as  long  as  possible.  At  the  same  time  bring  the  heels  back  to 
the  floor  and  breathe  out. 

That  was  nicely  done  by  all.  Let  us  try  it  once  or  twice 
more  so  that  you  will  not  forget  how  to  do  it  when  you  are  by 
yourselves.  It  will  be  a  good  exercise  when  you  get  up  in  the 
morning,  and  will  give  you  an  appetite  for  breakfast  if  you  do 
it  in  the  fresh  air.     Try  it  and  see. 


PURE  AIR  AND  BREATHING 


197 


Now  Hugh  may  close  the  windows,  and  I  think  we  are  ready 
for  lessons  again. 

Sure  enough,  all  the  frowns  and  cross  looks  had  taken  to 
themselves  wings  and  flown  away. 

Fan  forgot  her  headache,  and  the  spelling  lesson  was  soon 
learned. 

Dora  quietly  laid  her  box  of  pen- 
cils  on   Kate's    desk,  and    the  two 
were  once  more  firm  friends. 

Even  Homer  looked  happy.    He 
had    decided    that   it   would    be 
nearly  as  much  fun  to  show  Tim 
Rogers  how  to  do  this  new  trick 
in    breathing    as   to  wade    in 
any   more    puddles  —  it    was 
pretty  cold  to  wade,  anyhow. 

Pure    air     makes     us    feel 
brighter    and    more   wide-awake 
than  impure  air. 

Miss  Ayer:    "It   is   very   impor- 
tant to   know  why   pure   air   makes 
us   feel    brighter,  but    before    we   can 
understand  it  we  must  find  out   where 
the  air  we  breathe  goes. 

"Harry  may  open  the  windows   again. 
The   class   may  rise.      Stand   straight    and 
throw  your  shoulders  back.     Spread  the  palms  of  your  hands 
on  your  chests  just  below  your   necks  —  so. 

"  Draw  in  slowly  a  long,  deep  breath.  Notice  as  you  do  this 
how  your  chest  swells  out,  lifting  your  hands.  Can  you  tell 
why  ?  " 


The  air  breathed  in  makes  the  chest  swell  out. 


198  THIRD  YEAR 

Miss  Ay er:  "Yes,  it  is  the  air  we  breathe  in  that  does  it; 
but  where  does  this  air  go  ?  Let  us  place  the  palms  of  our 
hands  on  our  chests  again  while  I  tell  you. 

"  The  parts  of  ns  to  which  the  air  goes  are  in  our  chests  just 
underneath  our  hands.     Can  any  one  tell  their  names  ?  " 

The  air  we  breathe  in  passes  into  our  lungs. 

Tell  the  class  that  the  lungs  are  composed  of  very  small  air 
sacs,  held  together  by  tissue,  with  very  tiny  blood  vessels  all 
through  them. 

Call  attention  to  the  fact  that  when  these  little  air  sacs  in 
the  lungs  fill  with  the  air  breathed  in  they  become  larger,  and 
that  is  the  reason  the  chest  swells  out  in  deep  breathing. 

Show  from  some  physiology  a  picture  of  the  human  lungs 
and  windpipe,  cr  draw  outline  of  same  on  the  board.  Call  on 
some  pupil  to  trace  the  journey  of  the  air  from  his  nostrils  to 
his  lungs. 

Miss  Ayer:  "Kow  we  must  find  out  why  we  should  breathe 
pure  air. 

"We  should  breathe  pure  air  because  it  contains  something 
called  oxygen,  which  we  need  every  minute  and  cannot  live 
without. 

"Oxygen  is  a  gas  which  is  everywhere  in  pure  air,  though 
we  cannot  see  it. 

"  Why  does  the  air  which  may  be  pure  when  we  come  into 
the  schoolroom  in  the  morning  soon  become  unfit  to  breathe, 
and  so  make  us  feel  dull  and  stupid  ?  " 


PURE   AIR   AND   BREATHING  199 

With  every  breath  we  draw  in  we  use  up  oxygen,  so  we  soon 
make  the  air  of  a  closed  room  unfit  to  breathe,  because  there  is 
not  oxygen  enough  left  in  it. 

Miss  Ayer :  "  There  is  another  way  in  which  we  make  the  air 
unfit  to  breathe.  We  must  find  out  about  that.  You  may 
rise,  stand  erect,  with  shoulders  back  ;  put  the  palms  of  your 
hands  over  your  lungs  as  before.  Draw  in  slowly  a  long  deep 
breath  of  air,  and  notice  that  after  we  have  held  it  as  long  as 
we  can  we  send  out  a  breath." 

After  a  little  practice  the  class  will  understand  that  for 
every  breath  of  air  we  draw  into  our  lungs,  we  send  out 
another  breath. 

What  kind  of  air  do  we  breathe  out  from  our  lungs  ? 

The  air  we  breathe  out  from  our  lungs  is  bad,  poisonous  air, 
unfit  to  breathe  again. 

With  every  breath  breathed  out  of  our  lungs  we  poison  a 
half -barrel  of  air. 

Question  the  pupils  until  they  understand  that  they  are 
unconsciously  breathing  ail  the  time,  whether  sleeping  or  wak- 
ing, and  that  the  value  of  deep  breathing  in  pure  air  is  that  it 
enables  one  to  take  in  more  oxygen  than  ordinary  breathing, 
and  thus  to  fill  all  the  air  sacs  of  the  lungs  with  good  pure 
air,  thereby  making  them  stronger. 

LESSON   2.  — TIGHT   CLOTHING  A  HINDRANCE  TO 
HEALTHFUL   BREATHING 

Let  the  children  rise  and  draw  in  a  deep  breath  while  hold- 
ing their  hands  pressed  tightly  against  their  sides.  This  will 
show  how  difficult  the  process  becomes  when  the  lungs  are 
cramped  and  forced  to  do  their  work  in  a  smaller  room  than 
mother  Nature  has  given  them.  After  one  or  two  experi- 
ments in  this  line,  they  will  understand  that  no  one  should 


200  THIRD   YEAR 

wear  tight  clothing  because  it  does  not  give  room  to  breathe 
properly. 

Show  pictures  of  some  of  the  best  Greek  statues.  Explain 
that  these  people  who  had  such  beautiful,  well-developed 
forms  not  only  lived  largely  out-of-doors,  where  they  breathed 
pure  air,  but  they  never  squeezed  their  waists,  thereby  reduc- 
ing their  breathing  capacity,  as  foolish  people  sometimes  do  in 
these  days. 

If  a  spirometer  can  be  borrowed  for  the  occasional  use  of 
the  class,  the  children  will  take  greater  pleasure  in  their 
breathing  exercises  and  be  more  eager  to  practice  them.  If 
this  is  not  feasible,  one  child  after  another  may  be  called  up  to 


have  his  present  chest  measurements  taken  while  inspiring, 
and  again  after  expiration.  A  record  of  these  measurements 
may  be  kept  and  compared  with  others  taken  after  a  week  or 
month  of  regular  practice  in  breathing  exercises. 

Some  of  the  children  will  probably  be  disappointed  when 
the  measurements  are  first  taken,  to  find  that  their  breathing 
capacity  is  much  smaller  than  that  of  others,  but  they  will  be 
comforted  to  learn  that  this  defect  can  be  overcome  by  daily 
practice  in  deep  breathing  in  pure  air. 

Ask  how  one  becomes  a  skillful  player  upon  the  piano,  or  what 
makes  a  boy  the  best  ball  player  in  town  ?  The  answer  will 
be,  practice  upon  the  piano,  or  on  the  ball  ground.  Show  that 
practice  is  also  needed  to  make  one  a  good  breather,  and 
that  the  lungs  need  exercise  just  as  truly  as  the  hand  or  the 
muscle  or  any  organ  of  the  body. 


PURE   AIR   AND  BREATHING  201 

Emphasize  the  fact  that  there  is  a  great  abundance  of  pure 
air,  and  that  all  that  is  necessary  is  to  have  our  lungs  large 
enough  and  free  enough  to  take  it  in,  and  to  be  wise  enough 
to  do  this. 

Show  that  the  lungs  will  not  grow  large  and  strong  any 
more  than  any  other  organ,  if  the  deep-breathing  exercise 
taken  for  this  purpose  is  not  regular  and  systematic  and  in 
pure  air. 

Small  weak  lungs  will  grow  stronger  and  larger  and  will  be 
able  to  take  in  much  oxygen,  if  we  give  them  every  day  plenty 
of  pure  air  and  practice  in  deep  breathing. 

Strong  healthy  lungs  make  us  better  able  to  resist  disease 
than  weak  lungs. 

Miss  Ayer :  "  You  said  we  cannot  see  the  air.  Do  you  know 
whether  we  can  smell  it  ?  " 

We  can  smell  most  kinds  of  impure  air,  but  good  pure  air 
has  no  smell ;  it  simply  makes  us  feel  brighter  and  better  as 
soon  as  we  breathe  it. 

An  unpleasant  smell  in  the  air  shows  that  it.  is  not  the 
right  kind  to  breathe,  and  that  we  should  avoid  it  as  quickly 
as  possible. 

All  poisonous  gases  do  not  give  off  odors,  so  we  should  keep 
away  from  places  where  we  have  reason  to  think  the  air  may 
be  bad. 

Miss  Ayer :  "  Where  besides  in  our  schoolrooms  should  we 
be  careful  to  have  pure  air  ?  " 

Explain  that  we  need  plenty  of  pure  air  in  the  rooms  we 
live  in  at  home  and  in  the  rooms  where  we  sleep. 

Ask  pupils  how  they  would  keep  the  air  in  their  living  rooms 
pure  all  the  time. 

Help  them  to  understand  the  best  ways  of  doing  this  in 
cold  weather.  Why  should  windows  be  opened  at  the  top 
more  frequently  than  at  the  bottom  ? 


202  THIRD  YEAR 


How  Maude  keeps  Pure  Air  in  her  Bedroom 

Maude  cannot  open  her  windows  wide  at  night  because  when 
very  cold  air  blows  directly  on  her  bed  she  is  apt  to  take  cold, 
so,  in  addition  to  her  window  being  opened  a  little  way,  she 
leaves  her  door  open  into  the  hall,  and  has  a  window  out  there 
open,  because  she  knows  she  cannot  sleep  well  unless  she  has 
pure  air  to  breathe.  In  the  morning,  when  she  is  dressed,  she 
spreads  her  bedclothes  one  at  a  time  over  the  chairs.  Then 
she  turns  up  her  mattress  and  pillows,  and  opens  her  windows 
wide  for  the  sun  and  wind  to  come  in  and  make  everything 
fresh  and  sweet. 

How  many  think  that  girls'  beds  should  be  opened  nicely 
and  their  rooms  aired  so  that  they  are  sweet  and  clean,  but 
that  boys  should  sleep  in  stuffy  rooms  and  leave  their  beds 
just  as  they  get  out  of  them  ? 

What  a  Teacher  saw  behind  a  Bush 

The  teacher  of  a  third  year  primary  class  was  on  her  way 
to  school.  Near  a  clump  of  bushes  by  the  side  of  the  street 
she  'smelled  a  strong  kind  of  smoke.  Going  around  to  see 
what  made  it,  she  found  two  boys  who  belonged  to  her  class. 
Each  had  something  round,  not  very  long,  wrapped  in  paper, 
in  his  mouth.  It  was  burning  at  the  end,  and  he  was  drawing 
in  the  smoke  and  puffing  it  out  again  with  every  breath.  The 
teacher  looked  very  sorry,  but  only  said :  "  Good  morning, 
boys.  It  is  almost  school  time,  so  please  throw  away  those 
things  you  are  smoking  and  walk  with  me  to  school." 

That  morning  these  boys  were  dull.  They  did  not  give 
good  attention.  The  teacher  showed  what  may  happen  to  any 
one  who  smokes  as  those  boys  were  doing. 

What  made  these  boys  so  inattentive  ? 


PURE  AIR  AND  BREATHING  203 

MEMORY  POINTS 

Proper  breathing  in  pure  air  helps  us  to  sit  and  stand  erect. 

The  air  we  breathe  goes  to  our  lungs. 

Pure  air  contains  oxygen  which  keeps  us  alive. 

We  must  not  breathe  the  same  air  over  and  over  because  the 
oxygen  in  it  has  been  used  up,  and  because  it  has  been  poisoned 
by  the  air  we  breathe  out. 

When  we  draw  long,  deep  breaths  of  pure  air,  we  take  in  a  great 
deal  of  oxygen. 

We  inust  wear  loose  clothing  in  order  to  give  our  lungs  plenty 
of  room  to  work  in. 

We  can  enlarge  the  chest  by  constant  practice  in  breathing 
properly. 

Strong  healthy  lungs  help  to  keep  us  well. 

Pure  air  has  no  odor.  We  should  keep  aicay  from  all  places 
where  the  odor  is  bad. 

We  need  pure  air  in  every  room  in  the  house. 

Cigarettes  are  made  of  tobacco. 

TJiere  is  a.  poison  in  tobacco  called  nicotine. 

The  boy  who  smokes  cigarettes  gets  some  of  this  poisonous 
nicotine. 

Cigarettes  will  make  a  boy  sick  when  he  begins  to  smoke  them. 

When  a  boy  smokes  cigarettes,  they  make  him  dull  and  stupid. 

The  smoke  may  make  his  throat  sore  and  hurt  his  lungs. 

Tobacco  smoke  makes  the  air  impure.  We  should  avoid  places 
where  smokers  have  filled  the  air  with  tobacco  smoke. 

EMINENT  AUTHORITIES  FOR  THE  TEACHER 

Value  of  the  Recess  Period 

The  chief  use  of  the  recess  is  its  complete  suspension  of  ten- 
sion of  will-power  and  the  surrender  to  caprice  for  a  brief 
interval.  .  .  .     The  great  physical  need  of  the  pupil  is  relaxa- 


204  THIRD  YEAR 

tion ;  the  pupil  needs  to  stretch  his  cramped  muscles,  and  send 
the  blood  in  torrents  through  his  limbs  which  become  torpid 
with  unuse.  The  pupil  is  in  want  of  fresh  air  and  of  the  deep 
inflation  of  the  lungs  that  exercise  in  the  open  air  gives.  He 
ought  to  use  his  voice  too.  —  Hon.  W.  T.  Harris,  LL.D.,  U.S. 
Commissioner  of  Education. 

The  Danger  in  Tobacco 

The  boy  who  starts  out  in  life  as  the  user  of  tobacco  embarks 
on  an  unknown  ocean  from  which  he  can  never  return  with  the 
same  vigor  and  strength  of  body  and  mind,  the  same  sweet 
breath  and  clear  eye.  He  may  keep  in  sight  of  land  for  a  long- 
time and  live  to  be  old,  but  it  will  be  only  through  a  combina- 
tion of  the  most  favorable  circumstances  over  which  he  has  no 
control,  and  which  he  cannot  foresee.  —  Journal  of  Hygiene. 

As  regards  the  respiratory  system,  there  is  increased  liabil- 
ity to  bronchial  catarrh  in  those  who  take  much  alcohol. 

—  R.  Hixgston  Fox,  M.D.,  M.R.C.P. 


DRINKS   WHICH   HURT 

LESSON   3.  — CIDER 

Teacher:  "  Here  are  four  questions  for  you  to  think  over  and 
answer." 

Why  are  ripe  apples  good  to  eat  ? 

How  is  apple  juice  changed  when  it  is  made  into  cider  ? 
What  poison  does  cider  contain  which  apples  do  not  ? 
What  will  cider  do  to  those  who  drink  it  ? 

Ask  the  class  to  tell  what  they  can  about  apples  as  in  a 
nature  lesson,  bringing  out  the  facts  :  — 


DRINKS  WHICH   HURT  205 

Ripe  apples  are  a  healthful  fruit. 

The  juice  of  the  ripe  apple  is  good  as  we  get  it  in  eating  the 
apple. 

Standing  before  the  class,  break  open  a  ripe  apple,  and  hold 
it  up  so  that  all  can  see  that  the  juice  is  clear  like  water. 
Then,  if  it  is  obtainable,  show  a  glass  of  fermenting  apple  juice. 
Bring  out  by  questions  some  of  the  differences  in  appearance 
between  the  apple  juice  as  it  is  in  the  apple,  and  the  ferment- 
ing juice. 

The  apple  juice  has  been  changed  to  cider  by  the  action  of 
ferments. 

A  short  story  will  help  to  make  clear  how  we  know  that 
these  tiny  ferments  can  change  apple  juice  to  cider  even  though 
we  cannot  see  them  at  work. 

Tom  had  been  There 

"  Hasn't  Tom  come  home  from  school  yet  ?  "  asked  Mrs. 
Harley  of  her  little  daughter,  one  crisp  November  afternoon ; 
"  it  is  nearly  five  o'clock." 

"  Yes,  mother,"  called  Gertrude  from  the  garden,  where  she 
was  looking  for  the  last  pansies. 

"  Where  is  he  ?  "  continued  Mrs.  Harley  ;  "  Uncle  George 
will  be  here  in  a  few  minutes  to  take  us  all  for  a  drive  behind 
his  new  horses." 

'•'How  jolly,"  cried  Gertrude,  hurrying  into  the  house.  "But 
I  don't  know  where  Tom  is.  I  haven't  seen  him  at  all,  but  I'm 
sure  he  is  at  home  by  the  way  the  study  looks." 

Mrs.  Harley  quite  agreed  with  her  when  she  had  opened  the 
door  and  given  one  glance  within.  Two  chairs  were  over- 
turned, the  dictionary  was  sprawling  on  the  floor,  and  the  rugs 
had  been  kicked  into  a  heap.    Tom  had  been  there  sure  enough. 

Ask  the  class  how  Mrs.  Harley  and  Gertrude  knew  that  Tom 
had  come  home  when  neither  of  them  had  seen  him. 


206 


THIRD  YEAR 


Explain  that  just  as  they  knew  that  Tom  had  been  in  the 
room  because  they  saw  there  the  kind  of  mischief  he  was  in 
the  habit  of  making,  so  we  can  tell  that 
the  ferments  have  been  at  work  in  apple 
juice  whenever  we  see   that   the  sort   of 
mischief  they  do  in  such  a  place  has 
been  done. 

Ask    different    pupils    to    name 
again  the  changes  which  the  fer- 
ments  have   made   in  the  apple 
juice,  noting  in  the  cider  the 
deepening  color  and  the  bub- 
bles of    gas   which  pass    up 
through  the  fermenting  juice 
and  burst  at  the  top. 

These  bubbles  show  that 
a  gas  (carbonic  acid)  has 
been  formed,  which  bub- 
bles out  of  the  juice. 

Alcohol  has  been 
formed  which  stays  in 
the  juice. 


Cider  contains  a  Poison  —  Alcohol 

Review  briefly  what  the  children  know  already  of  poisons, 
giving  such  additional  points  as  they  are  ready  for. 

A  poison  is  a  substance  which  has  the  power  to  harm  those 
who  take  it.  A  little  of  it  may  hurt  people,  and  much  may 
kill  them. 

Alcohol  is  a  poison.  Alcohol  begins  to  form  in  pressed-out 
apple  juice  after  it  has  stood  a  few  hours  in  a  warm  place. 

Ask  different  pupils  to  name  some  of  the  things  which  cider 
makes  people  who  drink  it  do. 


DRINKS   WHICH   HURT 


207 


Cider  cannot  help  or  strengthen  the  body,  while  it  may  do  it 
a  great  deal  of  harm.  Worse  than  all,  it  may  make  people 
want  more  cider  and  stronger  drinks  containing  more  alcohol 
until  they  become  drunkards. 


LESSON  4.— WINE 

Find  whether  the  previous  lesson  on  cider  has  been  under- 
stood thoroughly  by  asking  similar  questions  in  regard  to 
wine. 

What  is  wine  made  from  ? 

What  changes  grape  juice  to  wine  ? 

What  poison  does  wine  contain  which  grapes  do  not  ? 

Bring  grapes  to  the  class  and  let  each  child  tell  by  tasting 
that  they  are  sweet.  Question  until  all  can  tell  that  sugar 
forms  in  the  grapes  as  they 
ripen,  just  as  the  seeds  do, 
but  we  cannot  see  it  because 
it  is  dissolved  in  the  juice. 
Kipe  grapes  from  which 
raisins  are  made  contain 
more  sugar  than  unripe 
grapes,  and  in  raisins  this 
sugar  can  be  seen  in  little 
lumps,  colored,  of  course, 
by  the  juice.  Some  peo- 
ple think  that  grapes  are 
dried  in  sugar  to  make 
raisins.  This  is  not  so,  nor 
is  it  necessary  because  there 
is  enough  sugar  formed  in  the  grapes  themselves  as  they  ripen 
and  are  dried. 

Show  grapes  with  the  bloom  still  on  them.    Rub  off  some  on 


208  THIRD  YEAR 

the  fingers  and  review  the  fact  that  this  dust  contains  the 
little  plants  called  ferments,  and  that  these  live  on  the  outside 
of  the  grapes. 

Why  do  grapes  need  such  a  tough  skin  ?  Why  do  they  keep 
longer  when  the  skin  is  unbroken  ?  Why  do  not  these  little 
ferments  which  we  take  into  our  mouths  when  eating  grapes 
hurt  us  as  they  hurt  the  grape  juice  ? 

Help  the  class  to  understand  that  the  ferments  are  plants, 
and  are  not  harmful  themselves  any  more  than  asparagus,  corn, 
or  lettuce,  but  that  they  can  make  a  poison  in  the  grape  juice 
when  they  get  into  it  after  it  is  pressed  out. 

Test  the  pupil's  knowledge  of  the  work  of  the  ferments,  by 
asking  if  there  would  be  any  alcohol  in  wine  made  very  care- 
fully at  home  where  nothing  but  good  fruit  juice  is  used  in  its 
making.  Explain  fully  that  it  is  not  necessary  to  put  alcohol 
into  fruit  juice,  for  the  ferments  themselves  will  make  the 
alcohol  from  the  sugar  in  the  juice,  and  that  all  homemade 
wine  contains  alcohol. 

MEMORY  POINTS 

Apple  juice  is  a  good  food  as  we  find  it  in  the  apple. 

When  apple  juice  is  pressed  out  of  the  apple  and  allowed  to 
stand,  its  odor,  taste,  and  color  soon  become  changed. 

It  is  changed  to  cider  by  the  action  of  the  ferments. 

Ferments  are  tiny  plants  which  can  change  sweet  apple  juice  to 
carbonic  acid  gas  and  alcohol. 

The  gas  bubbles  out  of  the  juice  ;  the  poison,  alcohol,  stays  in  it. 

A  poison  is  a  substance  having  the  power  to  hurt  those  who 
take  it. 

Cider  cannot  build  up  the  body. 

It  often  gives  an  appetite  for  much  stronger  liquors. 

Good  ripe  grapes  contain  sugar,  but  no  alcohol. 

There  are  ferments  on  the  outside  of  grapes,  but  none  in  whole 
grapes. 


DRINKS   WHICH   HURT  209 

Ferments  in  })ressed-out  grape  juice  change  its.  sugar. 

When  the  ferments  change  the  sugar  in  pressed-out  fruit  juices 
they  leave  alcohol  in  its  place. 

There  is  alcohol  in  wine  even  though  no  one  puts  it  into  the 
grape  juice. 

The  alcohol  in  wine  has  the  power  to  make  those  who  take  it 
•want  not  only  more  and  more  wine,  but  drinks  which  contain 
more  alcohol. 

Wine  is  a  dangerous  drink. 

EMINENT  AUTHORITIES  FOR  THE  TEACHER 

Alcohol,  not  in  strong  liquors  alone,  but  in  the  diluted 
kinds  as  beer  and  wine  made  from  fruits  is  a  poison.  —  August 
Forel,  M.D.,  Zurich,  Switzerland. 

The  homemade  wines  are  often  stronger  of  alcohol  than  the 
imported;  hence  they  are  far  from  being  innocent,  harmless 
beverages. — William  Hargreaves,  M.J). 

The  taking  of  alcohol  excites  a  constant  craving  for  more  of 
itself,  day  after  day.  —  Benjamin  Ward  Richardson,  M.D., 
LL.D.,  F.R.S. 

A  very  large  number  of  people  are  dying  day  by  day,  poi- 
soned by  alcohol,  but  not  supposed  to  be  poisoned  by  it.  —  Sir 
William  Gull,  M.D. 

FOOD 

LESSON  5.  — WHAT  FOOD  IS  FOR 

There  was  once  a  beautiful  pink  and  white  blossom  which 
felt  something  small  and  hard  and  round  growing  up  from  her 
very  heart.  Ever  since  she  had  been  a  tiny  bud,  the  very  pret- 
tiest on  the  tree,  this  blossom  had  danced  and  played  with  the 
breezes,  and  smiled  back  at  the  sun,  and  had  been  a  very  gay 
little  flower,  but  now  she  felt  for  the  first  time  that  even  an 

OR.     LESS.    IK    HY.  14 


210  THIRD   YEAR 

apple  blossom  has  work  to  do.  Not  a  moment  did  she  wait. 
Her  pink  and  white  holiday  gown  with  its  dainty  frills  and 
wide  flounces  was  given  to  the  wind,  leaving  in  its  place,  on  the 
top  of  the  little  apple,  something  with  sharp  green  points  that 
looked  more  like  tiny  green  leaves  than  a  blossom.  The  arms 
of  the  tree  on  which  the  little  apple  grew  were  stretched  out 
so  gracefully  that  it  was  quite  out  of  the  question  for  the  sun 
and  air  to  refuse  anything  they  had  which  the  apple  wanted. 
Special  messengers  ran  up  and  down  the  staircase  of  this  tree 
home  to  bring  to  the  apple  things  from  the  dark  ground  where 
all  the  roots  of  the  tree  were.     You  couldn't  see  them  or  what 

they  brought,  but  the  apple  could. 
They  brought  it  the  right  things 
every  time,  and  it  grew  larger  and 
larger,  until  by  and  by  most  won- 
derful colors  were  painted  on  it. 
Here  it  was  yellow  like  gold,  with 
tiny  black  dots,  while  on  the  other 
side  it  was  red  as  the  reddest 
peach.  Then  the  little  pointed 
green  leaves,  on  the  top  of  the 
apple,  turned  brown,  curled  up, 
and  went  fast  asleep,  for  their  work  was  done.  If  we  look  at 
the  big  ripe  apple  very  closely,  we  can  see  the  little  brown 
mother  blossom  still  asleep  in  her  nest. 

Show  pictures  of  a  tiny  elm  or  oak  and  others  of  the  same 
kind  of  tree  of  several  years'  growth;  pictures  of  hens  and 
chickens,  kittens  and  their  mothers ;  or  write  on  the  board  in 
one  column  the  names  of  different  young  animals,  and  opposite 
these  the  names  of  their  grown-up  representatives.  How  is  the 
calf  unlike  the  cow  ?  the  puppy  unlike  the  dog  ?  Why  do 
not  healthy  plants  and  animals  remain  the  same  from  year  to 
year  ?  What  kinds  of  food  are  needed  by  animals  ?  Where 
do  plants  get  their  food  ? 


FOOD  211 

Plants  need  food  to  make  them  grow,  just  as  people  do. 
Plants  get  the  food  they  need  from  the  sun,  air,  water,  and 
earth. 

Ask  each  member  of  the  class  to  bring  to  the  next  recitation 
an  answer  to  the  question,  What  is  food  ?  Ask  them  to  bring 
also  lists  of  food  containing  articles  which  they  have  eaten  or 
would  like  to  eat. 

Get  as  many  individual  answers  as  possible  and  put  the  best 
on  the  board :  — 

Food  is  a  substance  whose  nature  it  is  to  nourish  the  body 
and  build  it  up  without  doing  it  harm. 

Call  for  the  children's  lists  and  have  selections  made  from 
them  for  the  board :  — 

Milk  Potatoes 

Eggs  Sugar  Salt 

Beef  Bread 

Lead  the  pupils  to  see  that  the  first  column  contains  the 
names  of  animal  foods ;  the  second,  vegetable ;  and  the  third, 
mineral.  These  descriptive  names  should  then  be  written  over 
the  lists. 

Tell  the  class  that  the  foods  in  the  first  column  make  flesh 
and  bone  and  muscle ;  those  in  the  second  enable  us  to  do  work 
and  keep  us  warm.  Salt  is  used  to  season  our  food.  Most 
other  mineral  foods,  as  lime,  for  instance,  we  do  not  eat  by 
themselves,  but  only  as  found  in  animal  and  vegetable  foods. 
The  children  will  then  be  ready  for  the  question :  — 

What  does  Food  Do? 

Help  the  children  to  compare  one  of  their  number  with  a 
pupil  in  the  high  school.  Which  is  taller,  larger,  weighs  more, 
stronger,  able  to  do  more  ? 

Referring  to  the  story  just  told,  ask  why  the  little  apple 
still  needed  food  after  it  was  grown  ?     Lead  them  to  see  that 


212  THIRD  YEAR 

without  it  it  could  not  grow  ripe  and  sweet  and  of  a  fine  color. 
From  this  help  the  pupils  to  see  that  all  people  need  food  to 
keep  them  well  and  strong  as  well  as  to  make  them  grow. 

We  need  food  to  make  us  grow  and  to  repair  the  waste  in 
our  bodies  so  that  they  will  not  wear  out. 

Eating  too  much  food  prevents  the  stomach  from  doing  the 
work  it  ought. 

Too  frequent  eating  may  tire  the  stomach  so  that  it  may  not 
be  able  to  do  its  work. 

We  should  eat  enough  good  food  to  nourish  our  bodies,  but 
should  not  overload  our  stomachs  just  because  food  tastes 
good. 

We  should  eat  at  regular  times  and  not  between  meals. 

Poor  food  cannot  make  good  blood  or  strong  bodies. 

Notice  the  contents  of  the  lunch  baskets  brought  to  school, 
and  give  the  class  hints  as  to  the  proper  preparation  of  food, 
leading  the  pupils  to  tell  why  fried  meats,  soggy  bread,  green 
fruit,  and  that  which  is  overripe,  are  unhealthful  and  injurious. 


LESSON   6.  — SOME   THINGS   WHICH  ARE   NOT  FOOD 

There  are  some  substances  often  used  as  foods  although  they 
are  really  nothing  of  the  sort. 

The  most  frequent  examples  of  such  substances  are  the  com- 
mon forms  of  alcoholic  beverages,  as  cider,  beer,  and  wine. 

We  need  food  in  proper  quantities  for  three  reasons :  — 

Food  to  make  us  grow  and  keep  us  well,  i.e.  to  build  up  the 
tissues  of  the  body,  as  muscles,  bones,  skin,  which  are  all  the 
time  wearing  out. 

Food  to  keep  us  warm. 

Food  to  give  us  energy  for  work  and  play. 


FOOD  213 

Brinks  which  contain  alcohol  do  not  belong  to  the  first  class 
of  foods,  because  alcohol  does  not  build  up  the  body  tissues. 
It  forms  neither  flesh  nor  bone. 

J)rinks  which  contain  alcohol  do  not  belong  to  the  second 
class,  because  alcohol  does  not  keep  us  warm.  It  seems  to 
warm  the  body  because  it  makes  red  faces  and  causes  a  glow 
and  a  sense  of  warmth.  But  if  we  take  the  temperature  of 
the  body  with  a  thermometer,  we  find  that  after  a  short  flush 
of  warmth  the  body  begins  to  cool,  and  cools  so  much  that  it 
takes  a  long  time  to  get  warm  again.  The  reason  for  this  is 
that  much  of  the  inner  heat  of  the  body  has  come  to  the 
surface  and  passed  off. 

Drinks  which  contain  alcohol  do  not  belong  to  the  third  class, 
for  the  body  is  made  less  able  to  work  by  their  use.  People 
think  they  can  do  more  work  after  taking  alcohol,  but  they  are 
really  weaker  than  before. 

If  the  roots  of  the  apple  tree  had  been  given  alcohol  instead 
of  water  the  apple  would  not  have  grown  large  and  beautiful. 
It  would  have  stayed  small  and  would  have  withered  away 
into  a  rough,  gnarled  little  apple  that  nobody  would  have 
wanted. 

Which  has  more  need  of  good  wholesome  food,  little  apples 
on  the  tree  or  boys  and  girls  ? 

MEMORY  POINTS 

Plants  need  food  to  make  them  growx  just  as  animals  and 
people  do. 

The  food  of  plants  comes  from  the  sun,  air,  water,  and  earth. 

We  get  our  food  mainly  from  plants  and  animals. 

We  need  different  kinds  of  food. 

Such  foods  as  milk,  eggs,  and  meat  give  strength  and  muscle. 

Such  foods  as  potatoes,  bread,  and  sugar  form  fat  and  keep 
the  body  warm. 


214  THIRD  YEAR 

We  need  food  for  growth,  and  to  repair  the  ivaste  of  our  bodies. 

Too  much  food  tires  the  stomach  and  keeps  it  from  doing  its 
work  properly. 

We  should  eat  enough  food,  but  not  so  much  as  to  overload  the 
stomach. 

Wholesome  food  will  make  good  blood  and  strong  bodies. 

Alcohol  does  not  build  up  the  body  tissues. 

It  does  not  help  people  to  do  more  ivork. 

It  does  not  strengthen  the  body  or  keep  it  warm. 

EMINENT  AUTHORITIES  FOR  THE  TEACHER 

Alcohol  does  not  act  as  a  food;  it  cuts  short  the  life  of 
rapidly  growing  cells  or  causes  them  to  grow  more  slowly. 
—  Lionel  S.  Beale,  M.D.,  Professor  Principles  and  Practice 
of  Medicine,  King's  College,  England. 

For  the  animal  and  human  organism,  alcohol  is  not  both  a 
food  and  a  poison,  but  a  poison  only,  which,  like  all  other 
poisons,  is  an  irritant  when  taken  in  small  doses,  while  in 
larger  ones  it  produces  paralysis  and  death.  —  Max  Kasso- 
witz,  M.D.,  Professor  in  University  of  Vienna. 

Alcohol,  taken  however  moderately,  is  not  to  be  classed 
among  nutritious  substances.  —  Adolf  Fick,  M.D.,  Wurtzburg. 

Alcohol  is  a  slow  but  sure  working  poison  that  robs  men  of 
their  physical  and  mental  force,  the  more  it  takes  the  place  of 
ordinary  food.  —  A.  Baer,  M.D.,  Royal  Sanitary  Commissioner, 
Berlin. 

THE   STOMACH 

LESSON   7. -THE  HUMAN   MILL 

Show  the  picture  of  a  mill  and  ask  those  children  who  have 
visited  mills  to  tell  what  they  saw.  In  the  East  they  may 
have  seen  a  paper  mill  where  rags  are  ground  up  and  made 


THE  STOMACH 


215 


into  clean  white  paper.  In  the  West  many  will  have  seen  the 
flour  mills  in  which  kernels  of  wheat  are  put  into  the  hopper 
and  ground  into  fine  flour,  or  the  grist  mills  where  corn  and 


oats  are  made  into  meal  for  the  cows 
and    horses.      Surely   one    child   in 
every  room  will  have  seen  a  mill  of 
some  kind.     If  the  description  is  of 
a  flour  or  grist  mill,  ask  about  the 
hopper    into     which    the     grain     is 
poured,  and  the  big  rough  stones  be- 
tween   which   the   grain   is   crushed 
and    ground.      Then    speak  of    the 
miller  who  keeps   all  the  machinery   oiled  and   in  the   best 
order    so    that   it    will   last    as    long    as    possible    and    run 
easily.     He  watches   the   hopper   too,   and  does  not  let  any 


216  THIRD   YEAR 

pieces  of  iron  and  nails  which  may  have  got  mixed  with  the 
corn  or  oats  get  down  to  the  grinding  stones,  lest  they  should 
hurt  the  stones.  He  takes  the  best  kind  of  care  of  the  mill- 
stones, for  they  do  the  grinding  for  him. 

The  Grist  Mill 

Teacher :  "  There  is  a  part  of  the  body  which  does  work 
something  like  that  done  by  the  mill,  only  it  is  not  the  least 

bit    like    a    mill.      In- 
stead of  being  fed  with 
whole  wheat,  or   corn, 
or    oats,    this    curious 
little  mill  is  fed  with 
potatoes,  oatmeal,  milk, 
bread,  and  vegetables. 
Who  knows    what  we 
call  it  ?  " 
The  stomach. 
Teacher  :  "Yes, this 
is  a  picture  of  it.     Tell  me  what  it  is  shaped  like." 

"  I  think  it  is  shaped  something  like  a  big  egg,"  said  Albert. 
"  It  looks  like  a  bag  with  two  mouths,"  said  Rose. 
Teacher :   "  It  is  very  much  like  a  strong  fleshy  bag.     It  is 
not  at  all  like  the  hard  millstones,  but  the  strong  muscles  in 
the  sides  of  the  stomach  squeeze  the  food  which  we  put  into 
it  until  it  is   as  fine  as  a  big  mill  could  grind  it.     In  the 
mouth  the  stomach  has  many  little  helpers  which  grind  the 
food  before  it  gets  to  the  stomach,  something  as  the  millstones 
grind  the  grain.     Who  knows  their  names  ?  " 
The  teeth. 

Teacher :  "  The  stomach  does  not  like  to  do  the  work  of 
the  teeth.  It  cannot  talk,  but  it  often  does  not  take  us  long 
to  find  out  when  we  have  made  the  stomach  do  the  work  of 
the  teeth,  or  when  we  have  given  it  something  which  is  not 


tup:  stomach  217 

good  for  it  and  which  it  cannot  digest  easily.  What  happens 
in  such  a  case  ?  " 

We  get  sick. 

We  have  the  stomach  ache. 

Teacher  :  "  That  is  usually  the  way  we  know.  Harold  may 
tell  the  story  of  a  piece  of  bread  in  its  journey  from  the  plate 
to  the  stomach  of  the  boy  who  eats  it.  We  will  watch  to 
see  if  he  leaves  out  anything." 

Harold  :  "  The  boy  takes  the  bread  in  his  hand  and  carries 
it  to  his  mouth,  where  he  chews  it  with  his  teeth.  Then  he 
swallows  it  and  it  goes  into  his  stomach." 

Teacher  :    "  Did  Harold  leave  out  anything  ?  " 

Some  one  may  know  of  the  juice  or  saliva  in  the  mouth. 

Teacher  :  "  Yes,  he  forgot  to  tell  how  the  food  is  softened 
and  mixed  with  the  saliva." 

When  the  food  is  chewed  fine  it  becomes  well  moistened  in 
the  mouth,  and  that  helps  the  stomach  to  do  its  work. 

There  is  a  wonderful  juice  which  comes  from  the  walls  of 
the  stomach,  just  as  the  saliva  comes  from  the  walls  of  the 
mouth.     This  is  called  the  gastric  juice. 

After  the  food  has  been  squeezed  by  the  strong  muscles  in 
the  walls  of  the  stomach,  a  great  deal  of  gastric  juice  will  be 
mixed  with  it. 

By  the  motions  of  the  stomach  and  by  the  gastric  juice  the 
food  which  we  have  eaten  is  changed  to  a  thin  gray  substance 
something  like  soup  or  gravy,  and  does  not  look  at  all  like  the 
meat,  potatoes,  and  other  things  we  swallowed  a  few  hours 
before. 

Who  remembers  why  we  eat  ?     Arthur  may  tell  us. 
"  We  eat  to  grow,"  said  Arthur. 

Teacher :  "  Is  there  any  other  reason  ?  Do  people  never  eat 
unless  they  are  growing  ?  " 

We  eat  to  build  up  worn-out  parts. 


218  THIRD  YEAR 

Teacher :  "Now  we  must  learn  how  this  changed  food  in  the 
stomach  gets  to  the  different  parts  of  the  body  in  order  to 
build  up  the  bones,  muscles,  and  various  organs.  How  do  we 
know  that  the  blood  goes  all  over  the  body  ?  " 

If  necessary,  suggest  that  we  know  because  all  parts  of  the 
body  except  the  hair  and  nails  bleed  if  cut. 

Teacher :  "  If  anything  gets  into  the  blood  then  it  would  be 
carried  to  every  part  of  the  body. 

"Now  we  must  find  out  how  the  food  we  eat  gets  to  the 
blood. 

"The  blood  is  in  little  blood  vessels  or  tubes  which  run  to 
every  part  of  the  body. 

"  In  the  walls  of  the  stomach  are  tiny  blood  vessels  which 
have  very  thin  walls.  The  dissolved  food  soaks  through  these 
thin  walls  and  gets  into  the  blood,  which  carries  it  all  over  the 
body,  so  that  every  part  gets  what  it  needs." 

Teacher:  "You  will  learn  more  about  this  wonderful  mill 
when  you  are  older.  It  seems  almost  like  a  fairy  tale.  But 
you  can  learn  now  how  you  should  take  care  of  this  marvelous 
little  mill  to  keep  it  strong  and  well,  and  prevent  its  becoming 
worn  out  or  diseased.  How  did  the  miller  take  care  of  the 
millstones  ?  " 

He  was  careful  not  to  let  any  hard  thing  get  to  them  that 
would  hurt  them. 

Teacher :  "  There  is  another  thing  he  sometimes  does.  When 
the  stones  get  very  hot  from  turning  so  fast  and  from  crushing 
the  rough  grain,  the  miller  stops  the  wheel  and  lets  them  rest 
and  cool  off.  Now  let  us  think  what  we  can  do  to  help  keep 
our  stomachs  from  being  injured." 

LESSON   8.— HOW   TO   CARE  FOR   THIS   WONDERFUL  MILL 

We  must  chew  our  food  so  well  that  the  stomach  will  not 
have  to  do  the  work  of  the  teeth. 


THE  STOMACH  219 

We  must  let  the  stomach  rest,  and  not  eat  too  often. 

We  must  not  eat  or  drink  things  which  hurt  the  stomach. 

Teacher:  "Let  us  try  to  think  of  some  things  which  the 
stomach  does  not  digest  easily  —  things  that  have  made  some 
of  us  sick." 

"  Green  apples  made  me  sick  one  time,"  said  Bert. 

"  I  ate  too  many  nuts  at  a  party  and  they  made  me  sick," 
volunteered  Joe. 

"  Too  much  candy  isn't  good  for  us,"  suggested  Blanche. 

Teacher :  "  When  we  want  things  which  we  know  are  not 
good  for  the  stomach,  we  must  remember  that  our  stomachs 
are  mills  and  that  we  are  the  millers,  and  make  up  our  minds 
to  take  good  care  not  to  eat  what  will  hurt  them. 

"  People  sometimes  drink  something  which  hurts  the  stom- 
ach very  much.     Who  knows  what  it  is?" 

"  Drinks  which  have  alcohol  in  them,  like  wine,  beer,  or 
cider,"  said  Jack. 

Teacher:  "Yes,  alcoholic  drinks  injure  the  lining  of  the 
stomach,  and  when  people  drink  much  of  them  they  may  pre- 
vent the  food  from  being  digested,  and  make  the  person  sick 
and  unhappy.  People  with  unhealthy  stomachs  are  often  very 
cross  and  disagreeable.  Now  what  shall  we  add  to  the  list 
of  ways  in  which  we  may  help  take  care  of  our  wonderful 
mill-?  " 

Alcoholic  liquors  hurt  the  stomach,  and  we  must  never 
drink  them  if  we  want  to  keep  well. 

MEMORY  POINTS 

TJie  stomach  softens  the  food  and  helps  make  it  ready  to  be 
carried  all  over  the  body. 

TJie  gastric  juice  in  the  stomach  helps  to  digest  the  food. 

The  stomach  cannot  do  its  work  well  unless  the  food  is  first  well 
cheived  in  the  mouth  and  mixed  icith  saliva. 


220  THIRD   YEAR 

There  are  tiny  tubes  or  blood  vessels  in  the  walls  of  the  stomach. 
The  digested  food  soaks  through  the  walls  of  these  blood  vessels  into 
the  blood.     The  blood  carries  the  food  to  every  part  of  the  body. 

We  must  not  eat  or  drink  anything  which  would  hurt  the 
stomach. 

Alcoholic  liquors  may  hurt  the  lining  of  the  stomach. 


EMINENT  AUTHORITIES  FOR  THE  TEACHER 

It  is  claimed  that  alcohol  aids  digestion.  On  the  contrary, 
it  provokes  nausea,  indigestion,  and  causes  the  gastric  catarrh 
that  troubles  all  drinkers.  — Dr.  de  Vaucleroy,  Professor  of 
Hygiene  in  the  Belgium  Military  School. 

It  is  commonly  thought  that  alcoholic  drinks  act  as  aids  to 
digestion.  In  reality,  it  would  appear  that  the  contrary  is  the 
case.  —  Professor  Bunge,  M.D.,  Professor  of  Physiological 
Chemistry,  University  of  Basel,  Sicitzerland. 


THE    BLOOD 
LESSON  9. —THE  WORK   OF   THE   BLOOD 

Teacher:  "A  few  days  ago  I  visited  a  school  just  as  the 
children  were  coming  in.  It  was  raining  hard,  and  all  the 
little  tots  had  their  umbrellas.  This  is  the  way  two  of  them 
looked  as  they  came  along  the  road. 

"  I  didn't  see  a  frown  or  a  scowl  although  it  was  such  a 
disagreeable  day.  Every  little  face  was  as  bright  and  rosy 
as  plenty  of  fresh  air  and  a  dash  of  rain  could  make  it. 

"  Why  did  they  have  rosy  faces  when  they  came  indoors  ? 
What  makes  our  cheeks  red  ?  All  of  you  have  seen  it  when 
you  have  been  unfortunate  enough  to  cut  your  fingers. 


THE   BLOOD 


221 


"That  is  right;  it  is  the  blood.  It  gives  us  rosy  cheeks 
when  we  run  because  more  of  it  comes  to  our  faces  then  and 
makes  them  warm  and  red." 

How  many  have  watched  men  tap  maple  trees  to  get  the 
sap  ?     What  time  of  year  was  it  ? 

How  does  the  tree  change  in  looks  after  the  sap  begins  to 
rise  in  the  spring  ? 

Bring  out  at  this  point  the  different  stages  of  growth  from 
bud  to  leaf,  blossom,  and  fruit. 


What  has  the  sap  to  do  with  the  new  leaves  and  blossoms  ? 

"  My  father  says  the  sap  makes  them  grow,"  volunteers  one 
boy. 

Yes,  the  sap  carries  to  every  part  of  the  tree  the  food  and 
water  it  gets  from  the  earth.  If  it  didn't  the  tree  would  stop 
growing  and  die.  Every  part  of  our  bodies  needs  food,  too. 
Can  you  think  of  a  way  in  which  it  can  get  it? 

"  The  blood  carries  the  food  we  eat  just  as  the  sap  carries 
food  for  the  tree,"  suggests  some  one. 

Quite  right.  Tell  me  again  how  food  gets  to  every  part  of 
the  body. 

The  blood  carries  the  food  we  have  eaten  to  all  parts  of  our 


222  THIRD  YEAR 

bodies  just  as  the  sap  carries  the  food  it  gets  from  the  earth  to 
the  branches  of  the  tree. 

Teacher :  "  How  is  water  brought  into  our  cities  and  houses  ?  " 
Our  blood  is  all  the  time  moving  about  in  little  pipes  too.    It 

is  not  loose  in  our  bodies.     These  pipes  we  call  blood  vessels. 

Here  is  a  picture  of  them.     Tell  what  you  see. 

A  large  colored  chart  showing  the  entire  circulatory  system 
should  be  hung  on  the  board  at  this  point,  or  a  colored  draw- 
ing of  the  same  used,  and  each  child  asked  to  state  what  he 
notices.     They  should  find  that  — 

Some  of  the  blood  vessels  are  red  and  others  are  blue. 

Blood  vessels  are  found  in  every  part  of  the  body. 

The  blood  vessels  are  of  different  sizes,  largest  near  the 
center  of  the  body  and  growing  smaller  in  the  head,  arms,  and 
legs,  and  near  the  surface. 

Every  part  of  the  body  has  both  red  and  blue  blood  vessels. 


LESSON   10.  — THE   WORK  OF   THE  HEART 

Robert :  "  You  said  the  blood  was  all  the  time  moving  in  the 
blood  vessels.     What  makes  it  move  ?  " 

Teacher :  "  Rise  and  put  your  right  hands  on  your  chests 
just  a  little  to  the  left.  Stand  very  still  a  moment,  and  tell 
me  what  you  feel." 

I  feel  my  heart  beat. 

Teacher :  u  Look  at  the  chart  again  and  see  if  you  can  find 
the  heart.     Tell  us  about  it." 

The  heart  is  shaped  something  like  a  pear. 

One  side  of  the  heart  is  colored  blue. 

The  other  side  of  the  heart  is  colored  red. 

All  the  blood  vessels  seem  to  start  from  the  heart  —  the  red 


Circulatory  System. 


223 


224  THIRD  YEAR 

blood  vessels  from  the  left  side  and  the  blue  blood  vessels  from 

the  right  side.1 

Teacher:  "How  does  a  pump  work?     Oliver  may  tell  us." 
Oliver :  "You  move  the  pump  handle  up  and  down,  and  the 

water  runs  out  of  the  spout." 

Teacher :  "  The  heart  works  in  something  the  same  way,  so 

we  may  think  of  the  heart  as  a  kind  of  pump  that  works  itself. 

When  we  feel  it  beat  it  squeezes  together  and  sends  the  blood 

all  over  the  body." 

The  work  of  the  heart  is  to  send  the  blood  to  every  part  of 
the  body  through  the  blood  vessels. 

Teacher :  "  We  know  the  blood  is  all  the  time  moving,  be- 
cause there  are  several  places  in  the  body  where  we  can  feel 
it.     Who  can  find  another  such  place  besides  the  heart  ?  " 

After  a  little  experimenting  the  children  will  find  the  pulse 
in  the  wrist,  and  at  the  sides  of  the  neck  and  forehead. 

Why  can't  we  feel  the  blood  move  in  all  parts  of  our  bodies  ? 

Teacher :  "  Many  of  the  blood  vessels  are  so  small  that 
they  do  not  hold  enough  blood  for  any  one  to  feel  it  passing 
through." 

Look  at  the  chart  and  point  out  the  blood  vessels  which 
you  think  have  enough  blood  in  them  for  us  to  feel  it  move. 

Most  of  these  large  blood  vessels  are  so  deeply  hidden 
under  the  skin  and  muscle  to  protect  them  from  injury  that 
we  cannot  feel  them. 

These  that  we  have  found  are  near  enough  to  the  surface 
for  us  to  tell  where  they  are. 

Most  of  the  large  blood  vessels  are  covered  up  deep  in  the 
body  to  keep  them  from  being  hurt. 

Many  of  the  small  blood  vessels  lie  near  the  skin. 

1  At  some  suitable  point  in  the  lesson  the  teacher  will  explain  that  the  heart 
is  not  really  colored  red  and  blue,  but  is  represented  thus  on  the  chart  to  show 
which  side  contains  pure  and  which  impure  blood. 


THE  BLOOD  225 


LESSON   11.  — THE   FOOD'S  JOURNEY   IN   OUR  BODIES 

Teacher  :  "  This  morning  we  are  ready  for  another  question 
about  the  blood  vessels. 

"  Why  are  some  of  the  blood  vessels  red  and  others  blue  ? 

"Before  we  try  to  answer,  let  us  follow  the  blood  as  it 
carries  food  and  air  to  every  part  of  the  body  and  see  what 
happens. 

"  Suppose  this  man  on  our  chart  has  just  eaten  a  piece  of 
steak.     What  becomes  of  it  ?" 

The  steak  is  chewed  in  the  mouth  and  mixed  with  saliva. 

It  is  swallowed  and  goes  down  into  the  stomach. 

There  is  a  watery  juice  in  the  stomach  which  helps  to  dis- 
solve the  steak  and  make  it  something  like  a  thick  soup. 

When  it  is  fine  enough  part  of  it  soaks  through  the  sides  of 
the  stomach  into  little  tubes. 

These  little  tubes  are  called  blood  vessels. 

Just  as  soon  as  the  food  which  thus  becomes  part  of  the  blood 
has  moved  along  in  the  blood  vessels  from  the  stomach  to  the 
heart,  the  heart  sends  it  in  the  blood  to  every  part  of  the  body. 

Teacher :  "  Suppose  we  begin  with  the  red  side  of  the  heart 
and  find  where  the  red  blood  vessels  and  the  food  which  they 
carry  along  in  them  go. 

"  Dora  may  come  to  the  chart  and  show  how  those  parts  of 
the  steak  which  a  man's  right  arm  needs  would  get  to  it  after 
they  leave  his  heart." 

With  the  pointer  Dora  traces  their  course  on  the  chart 
through  a  large  red  blood  vessel  along  the  shoulder,  and  then 
into  smaller  and  smaller  ones  down  the  arm,  and  into  the  tiny 
blood  vessels  in  the  fingers. 

Teacher :  "  The  blood  vessels  become  so  very  small  after  a 
while  that  we  cannot  see  them  at  all  unless  we  look  at  them 
through  a  magnifying  glass."  Call  upon  different  members  of 

OK.    LESS.     IN    HY. 15 


226  THIRD  YEAR 

the  class  to  trace  the  course  of  the  blood  from  the  heart  to  the 
left  arm,  the  head,  and  other  parts  of  the  body. 

Teacher :  "  How  does  the  blood  get  back  again  from  the  tips 
of  the  fingers,  or  the  toes,  or  any  other  part  ?  We  have  found 
that  it  keeps  moving  all  the  time,  and  it  cannot  go  back  the 
same  way  because  more  blood  keeps  coming  right  behind  it." 

"Perhaps  it  goes  back  through  the  blue  blood  vessels," 
suggests  Harold. 

Teacher  :  "  That  is  just  what  it  does  do.  Now  I'll  tell  you 
why  the  blue  blood  vessels  have  this  color. 

"How  are  your  hands  and  face  likely  to  look  after  you 
have  been  hard  at  work  or  play  ?  " 

Black,  dirty,  soiled. 

Teacher  :  "  That  is  what  has  happened  to  the  blood  after  it 
has  gone  quite  a  distance  from  the  heart.  It  picks  up  so  many 
worn-out  parts  of  the  body  and  carries  them  along  with  it  that 
it  becomes  very  dark-colored  by  the  time  it  gets  back  to  this 
blue  side  of  the  heart.     What  do  you  think  it  needs  then  ?  " 

"  I  should  think  it  ought  to  have  its  face  washed,"  says 
one  mischievous  youngster  who  has  often  had  this  remedy 
suggested  to  him. 

Teacher :  "  Something  of  the  kind  really  does  happen. 
Thomas  may  come  to  the  chart  and  trace  the  blue  blood 
vessels  after  they  leave  the  heart,  and  we'll  find  out  where 
they  get  cleaned  up." 

Thomas  takes  the  pointer,  and  with  the  teacher's  help  traces 
the  blue  blood  vessels  from  the  heart  to  the  lungs,  showing 
that  as  they  get  farther  from  the  heart  they  grow  smaller  and 
smaller,  and  there  are  more  and  more  of  them  until  in  the 
lungs  they  seem  to  run  into  little  bits  of  red  blood  vessels. 
What  make  them  red  ? 

Teacher:  "When  our  rooms  get  close  and  stuffy,  what  do 
we  do  to  make  them  sweet  and  fresh  again  ?  " 

We  open  the  windows  and  let  in  the  fresh  air. 


THE   BLOOD  227 

Teacher:  "When  the  door  and  windows  are  opened,  fresh 
air  comes  in  and  helps  to  make  the  air  in  the  room  pure  and 
tit  to  breathe  j  so  the  fresh  air  we  breathe  goes  into  our  lungs 
and  thus  reaches  the  blood. 

"  Fresh  air  changes  the  impure  blue  blood  to  pure  red  blood. 
Then  we  have  good  fresh  blood  again  to  be  sent  to  every  part 
of  the  body. 

"  Alice  may  show  us  on  the  chart  how  the  air  gets  down  to 
the  lungs  and  then  what  becomes  of  the  fresh  red  blood." 

The  air  passes  down  a  tube  in  the  throat  into  two  other 
tubes,  one  on  each  side,  which  go  to  the  lungs. 

These  tubes  grow  smaller  and  smaller,  until  there  are  a  great 
many  of  them. 

The  fresh  air  brought  by  these  little  tubes  cleans  the  dark 
blood  and  makes  it  bright  red. 

The  clean  blood  goes  through  the  red  blood  vessels  back  to 
the  left  side  of  the  heart  ready  to  go  out  again  all  over  the 
body. 

LESSON   12.  — GOOD  FOOD  AND  FRESH  AIR  MAKE   GOOD 
BLOOD 

Teacher :  "  You  remember  the  pictures  on  the  board  the 
other  day  of  the  little  school  children  in  the  rain.  This  shows 
how  they  looked  when  they  went  home  that  night  after  the 
rain  had  cleared  away." 

It  is  a  good  thing  for  children  to  run  and  play,  because  it 
makes  their  blood  move  faster  and  they  take  more  fresh  air 
into  their  lungs.     Fresh  air  helps  make  good  blood. 

Good  blood  will  make  every  part  of  the  body  grow,  and  will 
keep  us  well  and  strong. 

Keview  this  part  of  the  lesson  by  drawing  a  circle  upon  the 
board,  filling  it  in  with  red  chalk  for  a  head,  and    drawing 


228 


THIRD   YEAR 


lines  for  the  body,  arms,  and  legs.  Outline  a  basket  in  each 
hand. 

Teacher:  "Let  me  introduce  Mr.  Blood  to  you;  he  is  just 
starting  out  from  the  heart  on  a  journey  through  the  body,  and 
in  this  left-hand  basket  he  is  carrying  things  which  the  differ- 
ent parts  of  the  body  need. 

"  Tell  me  what  some  of  them  are  while  I  put  them  into  the 
basket  for  him." 

Remembering  a  previous  lesson  on  food,  the  class  may  sug- 
gest milk,  eggs,  beef,  to  make  the  body  grow  and  keep  it  well ; 


potatoes,  sugar,  and  butter  to  keep  it  warm  and  supply  the  fat 
needed;  whole  wheat  bread  and  vegetables  to  build  up  strong 
bones  and  teeth ;  and  plenty  of  water  and  fresh  air  for  every 
part. 

Teacher:  "  Can  any  one  think  what  Mr.  Blood's  other  basket 
is  for?" 

He  needs  the  right-hand  basket  to  carry  away  worn-out  parts 
of  the  body. 

Teacher :  "  Then  we  will  leave  it  empty  and  let  him  fill  it 
himself." 


THE   BLOOD  229 

Alcohol  and  Tobacco  poison  the  Blood 

I  knew  a  boy  once,  not  larger  than  some  of  you,  who  thought 
it  would  make  him  manly  to  smoke  cigarettes  and  drink  beer. 
Instead,  it  kept  him  so  small  and  thin  he  was  not  much  more 
than  half  a  boy.     Do  you  know  why  he  did  not  grow  any  more  ? 

Boys  and  girls  need  good  blood  and  strong  hearts  to  make 
them  grow. 

There  is  a  poison  in  all  alcoholic  drinks  like  beer,  wine, 
whisky,  ale,  and  in  cigarettes  which  may  hurt  the  blood  and 
weaken  the  heart. 

When  this  poison  gets  into  the  blood  it  must  go  where  the 
blood  goes,  and  that  is  all  through  the  body;  so  every  part 
may  be  injured.  That  is  what  had  happened  to  this  boy,  and 
that  is  the  reason  why  he  did  not  grow  as  he  ought. 

Teacher:  "We  found  a  little  while  ago  that  we  must  have 
two  things  in  order  to  make  good  blood  —  good  food  and  fresh 
air.  Tell  me  two  other  things  that  may  hurt  our  blood  and 
keep  us  from  growing." 

Which  shall  we  choose  for  ourselves  ? 

MEMORY  POINTS 

The  heart  pumps  the  red  blood  all  over  the  body. 

Wlien  the  red  blood  leaves  the  heart  it  is  carried  in  blood 
vessels  about  as  large  around  as  a  finger. 

The  blood  vessels  grow  smaller  and  smaller  the  farther  aicay 
from  the  heart  they  are,  until  they  get  so  small  we  cannot  see  them 
without  a  microscope. 

The  red  blood  takes  food  and  air  to  all  parts  of  the  body. 

The  small  blood  vessels  take  up  waste  matter  from  the  body. 
This  makes  the  blood  very  dark-colored. 

Hie  dark  blood  goes  back  to  the  heart,  which  sends  it  to  the 
lungs  to  be  made  fresh  and  clean  and  bright  red  again. 


230  THIRD  YEAR 

The  fresh  blood  goes  back  to  the  heart  and  is  ready  to  be  sent 
to  all  parts  of  the  body. 

Beer  and  all  such  drinks  hurt  the  body,  and  may  keep  boys  and 
girls  from  growing  as  they  ought. 

There  is  a  poison  in  cigarettes  and  other  kinds  of  tobacco  which 
hurts  those  who  use  it. 

EMINENT  AUTHORITIES  FOR  THE  TEACHER 

When  considerable  quantities  of  beer  and  wine  are  taken 
frequently,  it  is  not  merely  the  alcohol  in  these  beverages  that 
is  injurious,  but  also  the  temporary  overfilling  of  the  blood 
vessels,  because  that  entire  stream  of  fluids  is  obliged  to  pass 
through  the  blood.  All  of  that  superfluity  has  to  be  equalized 
by  means  of  increased  action  of  the  heart.  —  F.  von  Birch- 
Hirschfeld,  M.D.,  Professor  of  Pathology,  Leipsic. 

Experiments  show  that  the  real  vital  force  of  the  heart  is 
diminished  by  the  use  of  alcohol.  —  T.  D.  Crothers,  M,D. 

BRAIN    AND  NERVES 
LESSON   13.  — THE   BRAIN 

Place  a  live,  healthy  plant  and  a  dead  and  shriveled  one 
side  by  side. 

Call  attention  to  the  two.     What  is  the  difference  ? 

Question  until  all  understand  that  the  live  plant  can  grow 
and  put  out  more  leaves  and  branches,  and  that  the  dead  one 
cannot.     Name  other  things  besides  plants  which  are  alive. 

Teacher:  "There  is  a  great  difference  between  live  plants 
and  live  children.  We  must  find  what  it  is,  and  what  makes 
it.  You  have  told  me  this  plant  is  alive.  All  who  think 
Mary  is  alive,  raise  their  hands. 

"  Mary,  will  you  show  that  you  are  alive  by  bowing  to  the 
class  ? 

"  Mary  is  alive.     She  heard  what  I  said,  and  when  I  asked 


BRAIN   AND  NERVES  231 

her  to  bow  to  you  she  did.      The  plant  you  said  was  alive. 
Will  it  do  the  same  thing  I  asked  Mary  to  do  ? 

"  No,  the  plant  cannot  hear  or  obey,  but  there  is  something 
inside  our  heads  which  helps  us  think  and  decide  what  we  will 
do." 

The  brain  is  that  part  of  us  with  which  we  think  and  decide 
what  we  will  do  or  will  not  do. 

The  brain  is  inside  the  head. 

Teacher:  "Tap  your  heads  lightly  just  above  your  right 
ears  with  the  ends  of  your  fingers.  Do  your  heads  feel  hard 
or  soft  ?  " 

The  brain  is  soft,  softer  than  the  flesh  of  your  cheeks.  It 
is  covered  on  the  outside  with  hard,  thin  bone  to  protect  it 
from  being  hurt. 

The  head  feels  hard  because  the  bone  that  covers  the  brain 
is  hard. 

The  bone  covering  the  brain  is  called  the  skull. 

Make  sure  that  the  children  understand  that  the  skull  which 
they  feel  is  hollow  and  that  the  brain  is  inside.  Ask  the  shape 
of  the  skull  and  the  shape  of  the  head.  Show  that  while  it  is 
much  like  a  ball,  it  is  not  quite  so  round  as  a  ball.  Hold  a 
ball  by  the  side  of  the  head  that  all  may  see  the  difference. 
Dwell  on  the  danger  that  might  come  to  the  soft  and  delicate 
brain,  how  easily  it  might  be  hurt,  if  the  hard  bony  skull  did 
not  protect  it. 

The  brain  is  the  most  important  part  of  us.  The  plant  has 
no  brain.  If  we  had  no  brain  we  could  not  think  any  more 
than  the  plant.  We  could  not  see.  Neither  our  eyes  nor  our 
ears  would  be  of  any  use  if  we  had  no  brain,  for  the  eyes  and 
ears  tell  the  brain  what  they  see  and  hear. 

Teacher:  "We  must  find  how  the  eyes  and  ears  can  tell 
the  brain  what  they  see  and  hear.  They  do  not  speak  to  the 
brain  with  the  voice,  as  I  talk  to  you.     There  are  fine  white 


232 


THIRD  YEAR 


cords  that  run  to  all  parts  of  our  bodies.  Some  of  them  go 
from  the  eyes  and  ears  to  the  brain.  They  carry  to  the  brain 
the  message  of  what  the  eyes  see  and  what  the  ears  hear." 

Show  an  outline  picture  of  the  nervous  system  or  reproduce 
it  on  the  board.  Point  out  the  little  cords  running  up  to  the 
brain  and  ask  the  class  to  trace  them. 

The  little  white  cords  that  carry  messages  to  and  from  the 
brain  are  called  nerves. 


LESSON  14.— DICK  AND  THE  CARVING  KNIFE 

Dick  was  a  little  boy  who  was  very  fond  of  doing  whatever 
he  saw  older  people  do.     He  liked  to  dress  up  in  his  papa's 


coat  and  hat.  He  liked  to  go  riding  as  he  saw  his  big  brother 
do.  He  made  a  chair  take  the  place  of  his  brother's  prancing 
pony.    He  used  to  get  down  from  his  make-believe  horse,  stride 


BRAIN   AND  NERVES  233 

around,  and  talk  to  his  sister  Rose  as  though  she  were  a  big 
grown-up  lady. 

Their  mamma  had  given  Rose  a  tiny  dinner  table  and  a  set 
of  pretty  little  dishes.  Rose  and  Dick  were  playing  with  them 
for  the  first  time  and  pretending  to  give  a  dinner  party.  The 
jointed  dolls  were  the  guests.  Dick  made  them  sit  in  the  little 
chairs  around  the  table. 

"Now,  Rose,"  he  said,  "  I  am  going  to  be  the  papa  and  carve. 
You  haven't  any  carving  knife,  and  I  am  going  to  get  the  big 
one  in  the  dining  room." 

"  0  Dick,  don't !  I  don't  think  mamma  would  want  you 
to.  She  told  us  to  be  good  and  play  here  while  she  was  gone 
to  see  grandma.  It  isn't  good  to  get  the  carving  knife;  I  know 
it  isn't.     Don't,  Dick." 

But  Dick  paid  no  attention  to  what  Rose  said,  and  as  there 
was  no  one  in  the  dining  room  to  stop  him,  he  soon  appeared 
with  the  large,  sharp  carving  knife  and  fork  he  had  often  seen 
his  papa  use,  and  began  to  flourish  the  knife  over  the  bread, 
oranges,  and  cake  that  the  cook  had  given  them  for  their 
party.  Dick  tried  to  be  very  polite  to  the  dolls,  and  asked 
them,  as  he  had  heard  his  papa  do,  what  part  of  the  chicken 
they  liked  best.  But  he  was  too  small  to  manage  such  a  knife, 
and  all  at  once  he  brought  its  sharp  edge  a  gainst  the  side  of 
his  hand  and  cut  a  deep  gash.  The  blood  spurted  out,  and 
Dick  dropped  the  knife  and  screamed  so  loudly  that  his  mamma, 
who  had  just  come  into  the  front  hall,  heard  him  and  rushed 
up  to  the  playroom,  where  he  was  crying,  "  Oh,  my  hand,  my 
hand  !     How  it  hurts!" 

It  was  a  bad  cut.  The  doctor  came  and  helped  Dick's  mamma 
bind  up  the  hand;  but  it  was  very  sore  and  ached  for  many 
days  before  it  was  well  again.  After  that,  Dick  liked  to  play 
doctor  and  come  to  see  make-believe  cuts  in  the  hands  of  the 
dollies,  but  he  never  again  wanted  the  real  carving  knife  to 
play  with. 


234  THIRD   YEAR 

One  day  Rose  cut  the  hand  of  one  of  her  dolls  so  that  Dick 
might  have  a  real  patient. 

"  It  won't  hurt  her,"  Dick  said,  when  he  asked  her  to  do  it. 

That  afternoon  Dick's  mamma  took  him  to  the  barber,  who 
cut  his  hair.  "  It  didn't  hurt  when  the  barber  cut  my  hair," 
Dick  told  Rose,  after  he  came  home. 

Teacher :  "  There  are  three  things  about  this  story  to  find 
out. 

"  First,  why  did  it  hurt  Dick  to  cut  his  hand  ? 

"  I  will  tell  you.  There  are  so  many  little  nerves  all  through 
our  bodies,  that  we  cannot  prick  ourselves  without  a  nerve 
feeling  the  prick  and  sending  a  message  up  to  the  brain  that 
it  is  hurt." 

The  knife  cut  and  hurt  the  nerves  in  Dick's  hand,  and 
they  sent  a  message  of  pain  to  his  brain. 

Why  did  it  not  hurt  Dick  when  the  barber  cut  his  hair  ? 

Help  the  children  to  understand  that  it  does  not  hurt  to  cut 
the  hair  because  there  are  no  nerves  in  the  hair. 

It  hurts  to  pull  the  hair,  because  there  are  nerves  in  the 
roots  of  the  hair. 

It  did  not  hurt  the  doll  when  Rose  cut  its  hand,  because  the 
doll  has  no  brain  and  no  nerves. 


LESSON  15.— WORK  OF  THE  NERVES 

The  nerves  of  our  eyes  tell  the  brain  what  we  see. 

The  nerves  in  the  nose  tell  the  brain  what  we  smell. 

The  nerves  in  our  ears  tell  the  brain  what  we  hear. 

The  nerves  in  the  mouth  tell  the  brain  what  we  taste. 

The  nerves  in  the  skin  tell  the  brain  what  we  touch. 

There  are  nerves  in  almost  every  part  of  the  body  except 
the  hair,  the  nails,  and  the  outside  parts  of  the  teeth  and 
skin. 


BRAIN  AND  NERVES  235 

Teacher:  "Suppose  you  take  hold  of  anything  that  burns 
you,  what  makes  you  drop  it  at  once  ?  " 

We  drop  it  because  it  is  hot. 

Teacher :  "  Let  us  think  how  we  know  it  is  hot.  These  little 
nerves  in  our  fingers,  which  we  have  been  talking  about,  cany 
the  message  to  the  brain  that  they  are  being  burned,  and  the 
brain  quickly  sends  back  the  answer  by  another  set  of  nerves 
to  the  muscles,  '  Drop  it  at  once ! '  and  we  let  go  the  hot  thing. 

"  Messages  go  very  quickly  over  these  little  nerves,  —  quicker 
than  over  telegraph  or  telephone  wires,  and  they  have  to  be 
quick  because  we  cannot  know  anything  or  do  anything  with- 
out their  aid.  Think  of  some  message  which  you  want  your 
nerves  to  carry  to  your  brain,  and  tell  about  it." 

Call  upon  different  pupils  to  mention  any  simple  act,  such 
as  smelling  a  rose,  pinching  one's  finger,  or  hearing  the  dinner 
bell  ring,  while  others  tell  whether  a  pleasant  or  painful  mes- 
sage has  been  carried  to  the  brain,  and  what  nerves  have 
carried  it. 

Our  nerves  help  us  to  know  about  things. 

The  nerves  tell  the  brain  when  we  are  hurt,  when  we  are 
warm  or  cold,  what  we  see  and  hear  and  smell,  and  when 
things  are  pleasant  or  disagreeable. 

We  could  not  move  or  take  a  step  without  nerves  because 
all  parts  of  the  body  are  moved  by  their  aid. 

What  Nerves  Need 

Teacher:  "Name  some  part  of  your  body  which  grows  and 
is  larger  and  stronger  this  year  than  last." 

Before  the  list  is  complete  some  child  will  probably  hazard 
the  statement  that  all  parts  of  the  body  grow.  If  not,  tell 
them  that  this  is  true,  and  also  that  because  nerves  are  a  part 
of  the  body  they  too  must  grow. 

What  does  the  body  need  to  make  it  grow  ?     What  do  the 


236  THIRD  YEAR 

nerves  need  in  order  to  increase  their  size  and  strength,  and  to 
keep  them  healthy  ? 

To  have  good,  healthy  nerves,  we  need  — 

Plenty  of  good  food  to  eat. 

Much  exercise  in  the  open  air  and  sunshine. 

Pure  air  to  breathe  when  we  are  awake  and  asleep. 

Plenty  of  sleep,  especially  in  the  early  part  of  the  night. 

LESSON   16.  — WHAT  WILL  HURT  THE  NERVES 

.  Teacher :  "  We  have  found  out  some  of  the  things  we  must 
have  if  we  want  to  help  our  nerves  to  grow  strong  and  healthy. 
There  are  other  things  which  always  hurt  these  delicate  parts 
of  the  body  and  keep  them  from  growing  as  they  ought,  and 
these  we  must  be  just  as  careful  to  avoid  using.  We  will  have 
two  of  them  written  on  the  board  to  remind  us  that  they  are 
poisons  and  that  we  must  not  use  them  in  any  form." 

One  or  more  pupils  may  be  asked  to  write  on  the  board 
the  names  of  these  substances  as  they  are  given  by  others. 
Some  of  the  effects  of  each  upon  the  nerves  may  then  be  taken 
up  more  in  detail. 

Alcohol  and  tobacco  are  powerful  narcotic  poisons. 
A  narcotic  is  a  substance  which  can  make  people  stupid  and 
put  them  to  sleep. 

Ask  the  class  to  give  the  name  of  the  narcotic  poison  found 
in  beer  ;  in  cider ;  in  wine. 

Alcoholic  liquors  have  the  power  to  hurt  the  nerves  which 
tell  us  about  things,  and  to  prevent  them  from  carrying  right 
messages  to  the  brain,  because  they  contain  some  of  the  nar- 
cotic poison,  alcohol. 

Alcoholic  liquors  have  the  power  to  hurt  the  nerves  which 
move  our  bodies,  so  that  those  who  use  them  cannot  walk 
steadily. 


BRAIN  AND  NERVES  237 

Alcoholic  liquors  have  the  power  to  keep  the  nerves  from 
telling  us  when  we  are  cold  or  tired. 

Alcoholic  liquors  have  the  power  to  make  us  so  dull  and 
stupid  that  we  can  neither  study  well  nor  play  well. 

Alcoholic  liquors  have  the  power  to  make  us  think  bad 
thoughts. 

Alcoholic  liquors  have  the  power  to  keep  us  from  doing 
right  and  to  make  us  do  wrong. 

Jack's  First  Cigarette 

Jack  Hunter  thought  himself  almost  a  man.  He  had  just 
had  a  birthday,  and  that  made  him  feel  much  older  than  the 
twins,  Amy  and  Ned,  who  would  not  have  a  like  celebration 
until  the  next  summer.  Then,  too,  he  went  to  school  and  had 
lessons  to  learn,  while  they  played  all  day. 

One  night  he  came  home  much  excited.  "We  are  going 
to  have  a  vacation  next  week,"  he  told  the  twins,  "  and  I'll 
not  have  to  go  to  school.  Miss  Lake  says  that  everybody  who 
works  hard  at  lessons  needs  a  vacation  to  rest  his  brain  and 
nerves. 

"The  brain  is  what  we  think  with,  you  know,  and  the 
nerves  are  little  teenty  white  cords  almost  all  over  your  body 
on  the  inside.  They're  so  close  together  you  can't  stick  a  pin 
into  you  without  touching  them  somewhere,  and  then  they  tell 
the  brain  about  it  right  off.  That's  how  you  know  you're  hurt. 
Our  last  lesson  in  physiology  was  about  the  nerves,  but 'I  don't 
suppose  I  can  make  you  understand  about  them.  You're  not 
old  enough." 

"We  want  a  'cation,  too,"  demanded  Ned  and  Amy,  who 
always  longed  for  just  what  Jack  had. 

"  You  can't  have  a  vacation,  of  course,"  explained  Jack  with 
much  superior  wisdom.  "  Nobody  does  who  isn't  in  school. 
Now  don't  cry,"  he  added,  at  sight  of  the  twins'  doleful  faces, 


238 


THIRD   YEAR 


"  you'll  be  big  enough  to  go  to  school  next  year,  and  then  you 
can  have  a  vacation  every  time  I  do." 

That  seemed  to  Ned  and  Amy  a  long  time  to  wait,  and  there 
were  symptoms  of  an  outcry  when  Jack  thought  of  something 
else. 

"What  do  you  suppose  I've  got  in  my  pocket?"  he  said. 
"  Sit  down  here  and  I'll  tell  you,  but  you  mustn't  tell  anybody. 
Will  you  promise  ? 

"  One  of  the  fellows  gave  it  to  me  this  afternoon,  and  I'm 
going  to  try  it  after  dinner,  down  behind  the  barn.     You  may 

come  along  if  you  like. 
It's  a  cigarette..  Some 
of  the  boys  of  my  age 
smoke  'em.  You'll  be 
big  enough  to  by  and  by, 
Ned,  but  Amy  can't  ever 
because  she's  a  girl." 

"I  don't  want  to," 
said  Amy,  in  strong  dis- 
gust. "I  don't  like 
boys  who  smoke.  They 
are  cross  and  horrid  and 
smelly.      I  wish  I  hadn't  lu-omised  not  to  tell." 

About  four  o'clock  that  day  Ned  came  running  to  the  house. 
Amy  was  there  alone. 

"  Where's  mother  ?  "  he  asked. 

u  She's  gone  away  for  two  hours,  and  we're  to  be  good  until 
she  gets  back,"  said  Amy,  who  was  rocking  her  doll  to  sleep 
on  the  doorstep.     "  What  do  you  want  ?  " 

"  Jack's  awful  sick,"  wailed  Ned.  "  I'm  afraid  he's  going  to 
die.     Do  come  quick." 

They  found  Jack  under  the  apple  tree,  too  sick  to  speak. 
Amy  was  so  distressed  at  Jack's  forlorn  condition  that  she 
forgot  to  feel  glad  that  his  first  cigarette  had  made  him  ill. 


BRAIN   AND  NERVES 


239 


She  and  Ned  helped  him  into  the  house  and  on  the  big 
couch.  "Now  I'll  be  the  nurse  and  take  care  of  you,"  she 
said,  and  when  Mrs. 
Hunter  came  home,  a 
little  later,  she  found 
a  cool  wet  cloth  on 
poor  Jack's  aching 
head,  and  Amy  bend- 
ing anxiously  over  him. 

When  Jack  was  bet- 
ter he  told  his  mother 
the  whole  story,  and 
she  explained  why  the 
cigarette  made  him 
sick. 

There  is  a  poison  called  nicotine  in  cigarettes,  and  all  other 
kinds  of  tobacco,  which  always  hurts  those  who  use  it  and  some- 
times makes  them  very  sick. 

This  poison  makes  people  nervous  and  cross.  It  so  deadens 
the  nerves  that  they  cannot  tell  the  brain  quickly  what  to  do. 

It  hurts  the  nerves  of  sight. 

It  keeps  those  who  use  it  from  being  quick  and  bright  at 
their  lessons  or  on  the  playground. 

It  makes  those  who  use  it  like  it  so  well  that  it  is  very  hard 
for  them  to  give  it  up  even  when  they  know  it  hurts  them. 

"  Do  you  think  now  there  is  fun  enough  in  smoking  to  pay 
for  all  the  harm  it  does  ?  "  asked  Mrs.  Hunter. 

"There  isn't  any  fun  in  it  at  all,"  said  Jack,  "and  I'm  never 
going  to  smoke  again." 

"  Neither  am  I,"  chimed  in  Ned,  who  always  agreed  with 
Jack. 

Amy  clapped  her  hands.  "  Then  you'll  be  just  as  good  as 
girls,"  she  said. 


240 


THIRD   YEAR 


LESSON   17.  — KINDNESS   AND  MERCY 

Teacher :  "  We  have  learned  that  because  we  have  nerves 
and  brains,  we  feel  pain  if  we  are  hurt.  Any  child  who  has  a 
dog  may  raise  his  hand.  When  you  whistle  to  your  dog  or 
call  him  by  name  does  he  hear  and  come  to  you  ? 

"How  can  the  dog  hear  and  do  what  you  tell  him?  The 
plant  could  not." 

The  dog  hears  because  he  has  ears  and  nerves  and  a  brain. 

Teacher:  "If  the  dog  has  nerves  and  a  brain  he  can  feel 
pain.     Then  how  should  we  treat  him  ?  " 


^^^S^^^Sl  We  must  be  good  to 

'  >l  the  dog,  and  not  hurt 
'  ■  him  or  give  him  pain. 
,  Bring  out  the  fact  that  animals,  as  well  as  children  and  peo- 
ple, can  feel  pain  because  they  too  have  brains  and  nerves. 
Bring  out  also  the  cruelty  and  great  wrong  of  not  being  kind 
to  all  living  things,  to  their  own  playmates  and  younger 
children,  and  especially  to  the  lame,  the  sick,  the  poor  and 
the  neglected. 

Forming  Habits 

Teacher :  "  Tell  me  again  the  name  of  that  part  of  us  with 
which  we  think  and  decide  what  we  will  do  or  not  do. 


BRAIN   AX1)  NERVES 


241 


"  Every  time  we  decide  to  do  a  thing,  and  do  it,  the  easier  it 
will  be  for  us  to  -do  it  the  next  time.  If  we  have  decided  a 
great  many  times  to  do  the  same  thing,  we  do  it  almost  without 
thinking.  When  we  do  a  thing  in  that  way  we  call  it  a  habit. 
I  will  tell  you  a  story  about  this." 

The  Cousins 

Harry  was  a  bright  boy,  but  it  was  easy  for  him  to  get  angry 
and  strike  if  he  did  not  like  anything.  His  mother  was  a  wise 
woman,  and  she  knew  that  this  hasty  temper  might  make  her 
little  son  a  great  deal  of  trouble ;  and  every  time  he  raised  his 
hand  to  strike  because  he  was  angry,  it  would  make  it  easier 
for  him  to  do  it  again,  until  he  would  have  the  habit  and 
would  strike  without  thinking.  She  talked 
very  earnestly  and  lovingly  with  him  about 
it,  and  taught  him,  when  he  began  to  feel 
angry,  to  clasp  both  hands  together  and 
hold  them  so,  and  to  shut  his  mouth  tight 
and  keep  it  shut  until  he  was  not  angry  any 
more.  The  little  fellow  had  a  hard  time 
doing  it  at  first,  but  his  mother  watched 
and  helped  him  to  remember  by  saying, 
"  Quick !  clasped  hands  and  shut  mouth !  " 
when  Harry  was  getting  angry.  Finally 
it  became  as  much  a  habit  to  do  this  as 
it  was  once  a  habit  to  strike.  His  mother 
was  greatly  delighted,  and  used  to  call 
him,  '/  Harry  the  Conqueror." 

A  conqueror  makes  some  one  do  what  he  wants, 
conquered  himself. 

Harry's  cousin  Sam  came  to  visit  him.  For  a  while  they 
played  together  with  Harry's  playthings  very  pleasantly.  Sam 
liked  playing  horse  best  if  he  could  ride  all  the  time  in  the  cart, 
with  Harry  harnessed  as  the  horse  to  draw  him.     In  this  way 


Harry  had 


OR.    LESS.    IX    HY. 


16 


242  THIRD   YEAR 

they  went  round  and  round  the  garden  walks,  Sam  shouting, 
"  Get  up !  go  on  ! "  and  snapping  the  whip  as  he  had  seen  men 
do  who  were  driving  real  horses,  while  Harry  cantered  and 
pranced,  making  believe  horse. 

But  the  day  was  warm,  and  Harry,  after  a  time,  was  tired 
of  drawing  his  cousin;  he  wanted  Sam  to  be  horse.  Sam 
would  not,  but  went  off  and  sat  down  on  the  grass,  pouting 
and  looking  very  cross.  Harry's  mamma  came  out  and  told 
them  that  if  one  boy  wanted  to  have  all  the  pleasure  and  to 
let  the  other  boy  do  all  the  work,  he  was  selfish ;  that  a  selfish 
child  or  person  always  wants  the  best  of  everything  himself. 
She  told  them  how  bad  and  unlovely  selfishness  is.  The  boys 
were  interested,  and  Sam  did  not  look  cross  now,  for  his  aunt, 
Harry's  mamma,  talked  so  lovingly  to  them,  and  told  them 
stories  of  boys  who  were  not  selfish  but  generous,  and  wanted 
others  to  share  in  the  best,  that  Sam  began  to  be  ashamed  of 
wanting  always  to  ride.  His  aunt  told  him  that  every  time 
he  acted  in  a  selfish  way  it  would  be  easier  to  be  selfish  the 
next  time,  until  it  would  become  a  habit  always  to  be  selfish; 
and  that  if,  every  time  when  he  wanted  the  best  of  anything 
himself,  he  would  divide  with  some  one  else,  it  would  be  easier 
to  do  it  the  next  time,  until  he  would  get  in  the  habit  of  being 
generous,  because  his  brain  would  get  more  used  to  thinking 
generous  thoughts  than  selfish  ones. 

"Then  he  would  be  Sam  the  Conqueror,  wouldn't  he, 
mamma?"  asked  Harry. 

Sam  wanted  to  know  what  that  meant,  and  Harry  told  him 
how  he  got  the  name  of  "  Harry  the  Conqueror."  Sam  said, 
"  That  is  a  good  story ;  now  let's  play  again  and  I'll  be  the 
horse." 

Teacher  :  "  Why  had  Sam  begun  to  be  a  conqueror  ?  " 

We  are  learning  how  important  it  is  for  us  to  decide,  up 
in  our  brains,  to  do  right  every  time,  and  thus  form  good 
habits;   but  if  we  have  a  bad  habit,  as  Harry  had  of  strik- 


BRAIN   AND  NERVES  -    243 

ing,  and  as  Sam  had  of  selfishness,  what  must  we  do  about 
it? 

Explain  that  we  must  begin  at  once  to  overcome  the  bad 
and  thus  become  conquerors.  Strive  to  have  each  child  think 
of  what  he  or  she.  needs  to  conquer,  rather  than  of  the  faults 
of  others. 

The  most  valuable  lesson  you  can  teach  your  pupils  is  that 
of  self-control.  A  very  wise  mother  of  a  large  family  of  chil- 
dren of  various  dispositions  named  each  one  after  the  special 
grace  of  character  which  that  child  most  lacked.  The  hot- 
headed little  fellow,  who  was  the  fighter  of  the  family,  she 
called  the  peacemaker,  and  met  his  most  irascible  outbreaks 
with  the  reminder  that  he  was  Tom  the  Peacemaker,  and 
must  keep  the  peace  for  the  family. 

The  most  irritable  child  of  the  whole  flock  was  called  "  Susie 
the  Sunbeam ; "  and  the  little  fellow  whose  vivid  imagination 
led  him  to  embellish  everything  he  told  was  called  "  Jack  the 
Truthful,"  and  so  on.  This  led  each  child  to  feel  that  he  or 
she  must  sustain  the  character  ascribed  to  him.  This  is  hold- 
ing up  the  ideal,  and  will  be  as  effective  in  school  as  in  the 
home. 

MEMORY  POINTS 

We  think  and  decide  what  we  will  do,  with  the  brain. 

The  brain  is  soft  and  delicate,  and  is  shut  up  in  a  bony  box 
called  the  skidl  to  protect  it  from  harm. 

The  nerves  are  tiny  white  cords  that  carry  messages  to  the  brain 
from  all  parts  of  the  body,  and  also  from  the  brain  to  every  part. 

We  see,  hear,  feel,  smell,  and  taste  because  the  nerves  carry 
messages  from  these  senses  to  the  brain. 

There  are  no  nerves  in  the  hair  and'  the  outside  of  the  teeth  and 
skin. 

Our  nerves  tell  us  what  is  going  on  in  the  world. 


244  THIRD  YEAR 

Through  them  ive  know  when  we  are  warm  or  cold;  what  we 
see,  hear,  smell,  and  taste;  and  what  things'  are  pleasant  or 
harmful. 

We  could  not  move  any  part  of  our  bodies  if  we  had  no  nerves. 

To  have  strong,  healthy  nerves  we  must  eat  good  food,  live  much 
in  the  fresh  air  and  sunshine,  and  take  plenty  of  sleep. 

Alcoholic  drinks  put  the  nerves  to  sleep  and  dull  the  brain. 

They  have  the  power  to  make  us  think  bad  thoughts  and  do 
wrong  things. 

TJie  nicotine  in  tobacco  often  makes  people  cross  and  nervous. 

It  deadens  the  nerves  and  keeps  them  from  carrying  right 
messages. 

It  puts  a  boy  behind  in  his  classes  and  keeps  him  from  getting 
on  in  the  world. 

Animals  have  nerves  and  brains,  and  feel  happy  or  suffer  paiii 
just  as  we  do. 

We  must  form'  right  habits  when  we  are  young. 

We  must  be  kind  to  every  living  thing. 

EMINENT  AUTHORITIES  FOR  THE  TEACHER 

The  Power  of  Habit 

There  is  no  more  miserable  being  than  one  in  whom  nothing 
is  habitual  but  indecision.  Could  the  young  but  realize  how 
soon  they  will  become  mere  walking  bundles  of  habits,  they 
would  give  more  heed  to  their  conduct  while  in  the  plastic 
state.  Every  smallest  stroke  of  virtue  or  of  vice  leaves  its 
never  so  little  scar.  —  William  James,  in  Principles  of  Psy- 
chology. 

Alcohol  injures  the  Entire  Nervous  System 

The  nervous  system  cannot  escape  injury  from  the  use  of 
alcoholic  drinks.  It  fails  to  receive  correct  impressions;  it 
fails  to  send  out  correct  orders ;  it  fails  to  receive  proper  rest. 

—  GrEORGE  H.  McMlCHAEL,  M.D, 


THE   BONES  245 

Alcohol  diminishes  nerve  force  in  direct  proportion  to  the 
quantity  present  in  the  system.  —  Ni  S.  Davis,  M.D.,  LL.D. 

It  takes  longer  for  a  person  to  think  who  has  had  a  small 
quantity  of  alcohol. —  Victor  Horsley,  M.D.,  Professor  of 
Chirurgy,  London  University. 

Under  the  influence  of  alcohol  the  development  of  caution, 
judgment,  perseverance,  conscientiousness,  and  all  other  good 
qualities  is  hindered.  —  Adolf  Fick,  M.D.,  Zurich. 

Nicotine  paralyzes  Nerve  Activity 

Nicotine  paralyzes  the  activity  of  the  nervous  tissues.  — 
Michael  Foster,  M.D.,  F.R.S. 


THE   BONES 
LESSON   18— USE  OF   THE   SKELETON 

Have  ready  as  large  a  picture  of  the  skeleton  as  possible, 
several  small  bones  from  the  market  washed  perfectly  clean, 
the  backbone  of  a  fish,  and  an  oyster  with  its  shell. 

Teacher :  "  How  many  in  the  room  have  seen  a  tiny  baby  ? 
Could  it  sit  or  stand  or  walk  ?  Why  not  ?  It  is  alive,  and  has 
legs  and  feet  just  as  we  have.  What  is  it  that  holds  our  bodies 
upright  when  we  sit  or  move  about  ?  " 

Describe  a  bone.  Tell  how  it  looks  ;  how  it  feels.  Suggest 
that  each  feel  the  bones  in  his  own  arm,  in  his  wrist,  hand, 
fingers,  or  head,  and  then  try  to  draw  one  or  more  of  these 
bones.  Show  the  chart  of  the  skeleton,  and  let  each  find  for 
himself  how  nearly  correct  he  has  made  his  drawing. 

Teacher:  "All  our  bones  taken  together  make  up  the  skele- 
ton. Our  skeletons  are  inside  our  bodies,  and  so  they  are  in 
cats,  and  horses,  and  dogs,  and  most  other  animals,  but  not  in 


The  Skeleton . 


246 


THE   BONES  247 

every  living  thing.  Who  can  think  of  something  alive  which 
has  its  skeleton  on  the  outside  ?  " 

Give  the  class  time  enough  to  think  out  answers  for  them- 
selves ;  then  show  them  a  snail,  mud  turtle,  oyster,  or  clam. 

Why  is  it  better  to  have  one's  skeleton  on  the  inside  of  the 
body  rather  than  on  the  outside  ? 

Teacher:  "Look  at  this  picture  of  the  skeleton  and  think 
what  our  bodies  would  be  like  if  we  had  no  bones  at  all." 

Ralph:  "We  couldn't  stand  up  anymore  than  a  jellyfish. 
I  saw  one  at  the  seashore  last  summer,  and  it  was  all  soft  and 
squashy  when  I  touched  it.     I'm  glad  I  have  some  bones." 

Teacher:  "You  have  seen  a  new  house  going  up;  what  do 
the  carpenters  erect  first  on  the  foundation  ?  " 

Tom :  "  They  put  up  the  frame  first  to  fasten  the  rest  of  the 
house  to.     Is  that  what  our  bones  are  for  ?  " 

Teacher :  "  Yes ;  bones  are  the  framework  of  our  bodies. 
Many  of  our  muscles  are  fastened  to  them,  and  these  move  the 
different  parts. 

"  Look  at  the  oyster  I  have  here,  and  think  of  the  jellyfish 
Ralph  saw  last  summer;  then  tell  me  another  use  for  our 
bones." 

Sarah :  "  They  help  to  keep  the  shape  of  the  body." 

Teacher :  "  What  does  a  snail  do  when  you  pick  it  up  ? 
What  would  become  of  the  snail  and  the  oyster  if  they  had 
no  shells  to  protect  themselves  ?  " 

Clara :  "  They  would  get  hurt.  Some  large  creature  would 
eat  them  up." 

Teacher:  "That  is  another  reason  why  snails  and  clams  and 
oysters  have  shells,  and  why  we  have  bones.  It  is  because 
these  protect  the  soft  parts  and  keep  them  from  harm. 

"Place  your  hands  on  your  sides  and  feel  the  bones  there. 
What  do  we  call  them ?  What  do  they  protect?  What  is  the 
use  of  the  bones  in  the  head  ? 

"  Look   at  the   bones   below   the   knee  on  this  chart,   and 


248  THIRD  YEAR 

compare  them  with  those  above   the   knee.      What   are   the 
differences  ?  " 

There  is  only  one  bone  above  the  knee,  and  there  are  two 
below. 

The  bone  above  the  knee  is  longer  and  larger  than  those  below. 

Teacher:  "  Do  you  see  the  same  thing  anywhere  else  ?  " 

Marion:  "  It's  just  the  same  in  the  arms." 

Bring  out  the  reasons  for  these  differences  by  asking  which 
part  of  the  leg  is  moved  more  frequently,  that  above  the  knee 
or  below.  Which  part  of  the  arm  is  more  in  use,  the  upper 
part  or  the  lower  ?  When  we  want  strength  merely,  as  in  the 
upper  parts  of  the  leg  and  arm,  do  we  find  large  or  small  bones  ? 
When  skill  and  great  variety  of  motion  are  needed,  as  in  the 
lower  arm  and  leg,  and  still  more  in  the  foot  and  hand,  what 
kind  of  bones  is  to  be  found  ? 

A  lesson  on  the  manifold  uses  of  the  hand  and  the  marvel- 
ous skill  of  which  it  is  capable  may  be  introduced  at  this 
point,  and  the  thought  suggested  that  the  training  of  the  hand 
and  brain  must  always  go  together. 

Ask  each  child  to  name  an  animal  that  can  run  very  fast,  or 
is  especially  quick  in  its  movements  ;  then  one  that  is  strong 
and  powerful.  Ask  them  to  tell  what  they  can  about  the  dif- 
ferences between  the  bones  of  these  animals.  Which  have 
long  slender  bones  ?  Which  have  bones  that  are  thick  and 
stout  ? 

Send  one  after  another  to  the  chart  to  point  out  as  many 
bones  of  different  shapes  as  they  can  find.  Explain  the  rea- 
sons for  the  different  shapes  and  sizes. 

Have  the  class  notice  the  human  spine  as  shown  on  the 
chart.  Then  show  the  backbone  of  a  small  fish  and  let  them 
examine  this  closely.  When  they  notice  that  it  is  composed 
of  a  number  of  small  bones  strung  on  an  elastic  cord,  get  their 
opinions  as  to  the  reason  for  this. 


THE  BONES  249 

Bring  into  class  a  small  stick  about  the  same  length  and  size 
as  the  backbone  and  ask  some  boy  or  girl  to  try  to  bend  it. 
Then  have  all  rise  and  bend  their  bodies  forward  and  back- 
ward, and  notice  the  greater  ease  with  which  the  spine  can  be 
moved  because  it  is  not  made  in  one  straight  stiff  piece. 


LESSON   19. —PROPER   CARE   OF   THE  BONES 

Review  all  points  about  position  learned  previously. 

Why  does  not  a  baby  walk  at  once  ?  What  will  make  his 
bones  strong  enough  to  support  his  body  ?  Show  one  differ- 
ence between  the  bones  of  a  child  and  those  of  an  old  person, 
by  bringing  into  class  a  bone  which  has  lain  in  acid  until  it  is 
soft  enough  to  bend  easily,  and  another  which  has  been  in  a 
clear  fire  until  all  the  soft  parts  have  been  burned  away. 

Let  the  children  find  by  handling  both,  that  the  soft  bone 
will  take  any  position,  while  the  other,  instead  of  bending, 
is  brittle  and  easily  crumbled  or  snapped  in  pieces. 

Why  is  it  worse  for  a  child  to  stand  or  sit  badly  than  for  an 
older  person  ?  Why  will  one  shoulder  grow  higher  than  the 
other  if  a  child  always  carries  everything  in  the  same  hand  ? 
Why  will  sitting  bent  over  at  study  cause  rounded  shoul- 
ders ?  Why  will  standing  crookedly  by  and  by  twist  the 
spine  ?  Why  should  not  children  do  the  same  thing  long  at  a 
time  ?  Why  is  it  easy  for  a  child  to  correct  these  faults  and 
almost  impossible  for  an  old  person  to  do  so? 

Write  on  the  board  the  question :  — 

What  will  help  a  child  grow  and  give  him  a  tall,  straight 
body? 

Frequent  change  in  position  and  plenty  of  exercise  aid 
growth. 

Sunshine  and  fresh  air  make  rosy  cheeks  and  strong 
bodies. 


250 


THIRD  YEAR 


Standing  and  sitting  erect  will  help  to  give  one  a  graceful 
figure. 

The  growing  child  needs  plenty  of  good  simple  food. 


Two  Things  which  stunt  Growth 

Teacher :  "  You  remember  the  strange  things  that  befell 
Alice  in  Wonderland.  What  happened  .to  her  after  she  had 
taken  a  drink  from  the  little  bottle  on  the  table  ?  " 

Esther :  "  She  shut  all 
up  like  a  telescope,  and 
kept  growing  smaller 
and  smaller  until  she 
was  only  about  ten 
inches  high." 

Teacher:  "You 
thought  that  was  very 
wonderful  until  you 
found  it  was  only  a 
fairy  story.  But  some- 
thing quite  as  bad  as 
that  really  happens  to 
people,  now  and  then, 
Fm  sorry  to  say.  Let 
me  tell  you  what  I  mean. 
"  A  little  German  boy 
lived  near  me  last  win- 
ter. His  name  was 
Hugo,  and  we  got  to  be 
great  friends.  One  day 
I  asked  him  how  old  he 
was,  and  he  told  me  he 
was  nearly  fifteen.  I 
could     hardly      believe 


THE  BONES  251 

him,  for  he  was  no  larger  than  some  of  you.  Some  weeks 
afterward  I  learned  that  Hugo  drank  beer  every  day,  and  that 
he  had  been  in  the  habit  of  smoking  cigarettes  ever  since  he 
was  five  years  old. 

"  Then  I  knew  why  he  was  so  small  and  puny.  The  beer 
and  tobacco  had  poisoned  him.  We  found  that  growing  chil- 
dren need  plenty  of  food  every  day,  and  beer  and  tobacco  will 
not  serve  the  purpose  of  foods.  Children  need  to  be  kept  warm 
and  comfortable,  and  the  alcohol  in  beer  sends  the  heat  to  the 
surface  of  the  body,  where  the  air  cools  it.  They  need  to  get  rid 
of  waste  matter  from  their  lungs  and  skins  and  bodies,  and 
these  poisons  prevent  this  work  from  being  done  as  it  ought. 

"  Poor  little  Hugo  was  much  worse  off  than  Alice  in  Won- 
derland, because  nothing  he  could  eat  or  drink  would  make 
him  so  tall  as  he  ought  to  have  been.  He  will  have  to  stay 
undersized  all  his  life,  because  he  did  not  know  in  time  what 
these  poisons  have  the  power  to  do  to  children. 

"  Perhaps  some  of  us  would  like  to  be  Alice,  and  grow  tall 
or  short  whenever  we  please ;  but  is  there  any  one  who  would 
care  to  be  like  Hugo,  and  always  have  to  stay  smaller  than 
other  people  ?  What  is  the  best  way  to  prevent  such  a  thing 
happening  to  us  ?  " 

MEMORY  POINTS 

We  need  bones, to  give  shape  to  the  body. 
Bones  protect  the  brain  and  chest  and  other  delicate  parts. 
Bones  hold  our  bodies  together  and  help  make  them  strong. 
Without  our  bones  we  could  not  move  about  or  do  what  we  wish. 
Large   bones   are  for  strength;   many   small   bones  working 
together  are  for  skill. 

Wliolesome  food  and  pure  water  help  give  strong  erect  bodies. 
Work  and  play  in  the  open  air  and  sunshine  give  us  rosy  cheeks 
and  healthy  bodies. 


252  THIRD   YEAR 

We  must  sit  and  stand  erect,  if  we  want  to  have  graceful  figures. 

Children  need  frequent  change  in  work  and  play,  and  plenty  of 

time  for  sleep. 

We  must  take  good  care  of  our  bodies. 

We  must  let  beer  and  tobacco  and  all  other  poisons  entirely 

alone. 

EMINENT  AUTHORITIES  FOR  THE  TEACHER 

Alcohol  hinders  Development 

From  the  standpoint  of  race  hygiene  we  must  oppose  with 
the  utmost  energy  the  use  of  alcohol  as  a  beverage  for  children. 
If  during  this  most  important  period  of  their  development,  so 
far  as  their  future  is  concerned,  our  youth  are  prohibited  from 
using  alcoholic  drinks,  they  will  grow  up  mentally  and  physi- 
cally more  energetic.  —  Richard  Demme,  M.D.,  Professor, 
University  of  Berne. 

Alcohol  poisons  the  Body 

Alcohol  is  a  functional  tissue  poison.  —  Frank  Payne,  M.D., 
Vice  President  London  Pathological  Society. 

Tobacco  retards  Development 

Tobacco  retards  both  physical  and  mental  development  of 
boys  and  youth.  This  effect  is  so  fully  proved  that  all  intelli- 
gent writers  agree  in  prohibiting  the  use  of  this  narcotic  until 
maturity  of  growth  has  been  attained.  —  N.  S.  Davis,  M.D., 
LL.D.,  F.R.S. 

THE   MUSCLES 

LESSON   20.— WHAT   MUSCLE   DOES 

Have  ready  on  the  platform  a  weight  of  some  kind,  about  as 
heavy  as  the  average  child  in  the  room,  and  ask  some  of  the 
strongest  children  to  try  to  lift  it.     See  that  no  one  strains 


THE   MUSCLES  253 

himself  in  the  attempt,  which  should  last  but  a  moment  and 
is  intended  only  to  show  how  heavy  it  is.  Tell  the  class  that 
each  one  of  them  is  really  lifting  as  much  every  time  he  runs 
or  jumps. 

Teacher :  "  This  morning  we  are  to  talk  about  the  parts  of 
our  bodies  which  are  strong  enough  to  do  all  this  work.  You 
may  stand  while  we  find  what  they  are. 

"First  let  us  see  what  moves  the  arm.  Take  hold  of  your 
right  arm  below  the  shoulder.  Bend  the  elbow  as  far  as  you 
can  and  tell  what  you  feel." 

This  experiment  may  be  repeated  several  times  with  the 
class,  until  all  find  that  however  slowly  the  arm  is  lifted  the 
fleshy  part  always  swells  up  and  then  stretches  out  again  as  it 
moves  back  and  forth. 

Teacher:  "Find  the  part  of  you  that  moves  your  fingers, 
your  toes,  the  upper  leg,  the  lower.  Watch  me  as  I  turn  my 
head  from  side  to  side.  Where  is  the  part  which  does  the 
work  for  me  ?  " 

The  muscles  are  those  parts  of  the  body  which  help  it  move. 

Teacher :  "  We  have  learned  that  muscles  help  to  move  the 
parts  of  the  body.  What  different  motions  can  we  make  ? 
George  may  come  to  the  platform  and  move  his  head  in 
as  many  ways  as  he  can.  Do  this  very  slowly  while  the  rest 
notice  the  motions  you  make." 

Others  may  be  asked  to  illustrate  the  different  movements 
of  the  face,  arm,  hand,  leg,  foot,  and  body,  while  the  class 
either  write  what  they  see  or  describe  each  motion  orally. 

Show  that  every  action  has  its  own  set  of  muscles,  and  that 
the  muscles  usually  work  in  pairs,  one  stretching  out  while  the 
other  contracts. 

Teacher :  "  Here  is  a  picture  which  shows  many  of  the  mus- 
cles. Tell  the  different  shapes  you  see,  and  to  what  each 
muscle  is  fastened." 


The  Muscular  System. 


254 


THE   MUSCLES  255 

Ask  each  member  of  the  class  to  select  a  muscle  from  the 
chart,  describe  its  shape,  arid  show  its  points  of  attachment. 

What  Muscle  is 

Teacher :  "  We  know  how  the  outside  parts  of  the  body 
look,  and  what  some  parts  of  the  inside  look  like,  such  as  the 
blood  and  bones.  Who  has  seen  a  muscle  and  can  tell  about 
it?" 

Muscle  is  lean  meat. 

Have  ready  a  piece  of  boiled  corned  beef.  With  a  large 
needle  separate  it  into  small  fibers  and  pass  it  about  for  all 
to  examine.  If  a  microscope  can  be  hapl,  let  the  class  look 
through  this  at  a  piece  of  the  meat,  and  describe  what  they 
see. 

Muscle  is  made  up  of  many  little  fibers. 

Each  fiber  is  wrapped  up  in  a  thin  skin  or  membrane. 

These  fibers  are  very  strong. 

Teacher:  "What  else  do  you  see  in  this  piece  of  meat 
besides  muscle  ?  Tell  me  about  some  animal  which  has  more 
fat  than  muscle." 

Bring  out  some  of  the  differences  between  swine  and  dogs. 
Which  has  more  fat  ?  more  muscle  ?  Which  can  run  faster  and 
has  more  strength  and  power  of  endurance  ?  What  muscles  are 
very  strong  in  birds  ?  in  the  race  horse  ?  why  ? 

Show  that  some  fat  is  necessary  to  protect  the  body  and  keep 
it  warm,  but  that  muscle  is  needed  to  give  strength. 

We  need  plenty  of  good  hard  muscle  to  make  us  strong  for 
work  and  play. 

LESSON  21.  — WHAT  MAKES   GOOD   MUSCLE? 

Teacher :  "  How  do  we  get  this  kind  of  muscle  ?  A  baby's 
arm  is  weak  and  has  almost  none  at  first.     How  does  he  get 


256 


THIRD   YEAR 


r:~ 


strength  enough  as  he  grows  older  to  row  a  boat  or  chop  down 
trees  ? " 

Show  a  picture  of  swallows  and  ask  how  the  young  birds 

learn  to  fly  and  what   develops 
their  muscles. 

Ask  each  one  to  name  a  strong 

^.    bird  or  animal.     What 

makes  it  strong  ? 

Teacher :    "  Ralph,  is 

the   muscle  in  your  right 

arm  hard  or  soft  ?    Try  the 

muscle  of  every  right  arm 

in  the  class.     What   do 

you  find  ?" 

Ralph:  "Only  a 

few  of  the  girls 

have    hard 

muscles,   but 

most   of  the 

boys  have.     Why 

do  they?" 

Teacher: "  What 

do  boys  do  outside 

of  school?    What 

do  girls  do  ?    Try 

to  answer  your  own  question." 

Ralph :  "Boys  have  more  muscle 

than  girls  because  they  exercise  more. 

Girls  sit  in  the  house  too  much." 

Nelly's  Doctors 

"Kelly  isn't  well  enough  to  be  in  school,"  her  mother  told 
me  when  I  first  saw  her ;  "  she  does  not  get  up  until  ten  o'clock 
and  she  has  no  appetite. 


THE   MUSCLES 


257 


"  She  eats  nothing  for  breakfast  but  hot  rolls  and  coffee,  and 
she  cares  little  about  dinner  except  dessert." 

"  What  time  does  she  go  to  bed  ?  "  I  asked. 

"  Usually  between  ten  and  eleven ;  she  can't  sleep  early  in 
the  evening." 

Just  then  Nelly  came  in.     She  was  pale  and  listless. 

"  Let's  go  skating,"  said  her  big  rosy-cheeked  brother. 

"  0  dear,  no,"  Nelly  answered,  with  a  shiver;  "it's  too  cold." 

"  Who  wants  to  wipe  the  dishes  for  me  ?  "  called  mother's 
cheery  voice. 

"  My  head  aches,"  whined  Nelly.  So  she  spent  the  after- 
noon on  the  sofa  or  in  a  rocking-chair  by  the  window,  reading 
stories  and  nibbling  choc- 
olates, instead  of  working 
and  playing  like  other 
children. 

It  was  a  long  time  be- 
fore I  saw  Nelly  again,  but 
last  summer,  when  I  was 
going  through  a  bit  of 
woodland,  I  heard  two  or 
three  quick  barks.  Then 
a  frisky  little  dog  sprang 
into  view,  followed  by  a 
young  girl  holding  abunch 
of  flowers  just  beyond  his 
reach.  She  was  bare- 
headed, and  looked  the 
picture  of  health  with 
her  fresh  clear  com- 
plexion, and  her  fluffy  yellow  hair  floating  on  the  wind. 

"  Why,  it's  Nelly,"  I  said,  when  she  came  a  little  nearer. 
"  How  well  you  look,  my  dear.  What  have  you  been  doing  to 
yourself  ?  " 

OR.     LESS.    IN    HY.  17 


258  THIRD  YEAR 

She  gave  a  merry  little  laugh,  and  said,  "  Father  has  been 
trying  some  new  doctors  this  summer.  Shall  I  tell  you  who 
they  are  ?  " 

"  Please  do,"  I  said.     So.  she  began  : 

"The  lirst  one  is  Doctor  Sunshine,  and  I  have  him  four 
hours  a  day.  Then  there  is  Doctor  Fresh  Air,  who  stays 
with  me  all  the  time ;  Doctor  Three  Meals,  who  comes  every 
day  and  brings  his  pellets  with  him ;  Doctor  Housework,  who 
helps  me  do  lots  of  things ;  Doctor  Exercise,  who  cures  my 
headaches  ;  and  ever  so  many  others  who  never  charge  a  cent. 
But  Doctor  Spring  is  the  very  best  of  all.  Here,  Spring,  shake 
hands  with  Miss  Carey."  And  the  dainty  brown  and  white 
dog,  who  had  been  dancing  all  about  us,  and  who  wanted  to 
speak  but  couldn't,  gravely  sat  up  and  put  out  his  paw. 

"  But,  Nelly,  where  are  all  the  aches  and  pains  and  the  pale 
face  you  used  to  have  ?  " 

"  Oh,  my  doctors  have  cured  them.  That's  what  doctors  are 
for,  isn't  it  ?  "  she  said,  with  a  roguish  little  laugh.  "  Just 
feel  my  muscle.  Hal  says  it's  almost  as  hard  as  his,"  and  a 
well-rounded  little  arm,  with  more  than  a  suspicion  of  tan  on 
it,  was  held  out  for  my  inspection. 

"Well,  well,"  I  said,  "  this  is  truly  wonderful.  I  shall  have 
to  tell  my  boys  and  girls  about  your  doctors  when  I  go  back 
to  school.  I'm  afraid  some  of  them  need  the  same  prescrip- 
tions." 

Teacher:  "Write  the  names  of  Nelly's  doctors.  What  do 
you  think  each  prescribed  ? 

"  How  many  other  doctors  can  you  think  of  who  cure  weak 
muscles  ?  Each  one  may  find  a  set  of  muscles  on  the  chart 
and  name  a  good  doctor  for  them.  Write  the  doctors'  names 
on  the  board.  I  move  that  we  adopt  them  all  as  our  family 
physicians.  It  will  not  do  to  take  one  or  two  and  leave  the 
rest  out,  because  they  do  not  like  to  do  each  other's  work,  and 
some  of  our  muscles  might  not  get  any  care  at  all." 


THE  MUSCLES  259 

What  hurts  Muscle 

There  are  two  things  that  hurt  our  muscles  so  much  that 
even  these  good  doctors  cannot  always  cure  them.  Do  you 
know  what  they  are  ? 

Tell  the  class  some  of  the  effects  of  alcoholic  drinks  and 
tobacco  upon  the  muscle  without  giving  the  names  of  these 
substances. 

Write  them  on  the  board  in  this  way :  — 

makes  the  muscles  weak  and  flabby. 

lessens  or  destroys  the  power  of  motion. 

stunts  the  growth  of  the  muscles. 

makes  the  muscles  unsteady  in  their  movements. 

Ask  the  class  to  fill  in  the  blank  spaces. 

Why  are  not  men  in  training  for  football  or  other  contests 
allowed  to  drink  beer  or  to  smoke  ? 

If  the  muscles  of  an  athlete  are  injured  by  the  use  of  beer 
and  tobacco,  how  will  these  poisons  be  likely  to  affect  the 
muscles  of  growing  girls  and  boys? 

MEMORY  POINTS 

Muscles  are  of  many  different  shapes  and  sizes  because  each  has 
a  different  work  to  do. 

The  muscles  of  the  arms  and  legs  are  long  and  rather  slender, 
those  of  the  back  are  broad  and  flat,  the  muscles  of  the  mouth  are 
round. 

Most  of  the  muscles  are  fastened  at  the  ends  to  bones.  When 
they  move  they  pull  the  bones  toward  each  other. 

The  muscles  that  move  the  eyes  and  those  we  use  when  we 
whistle  are  not  fastened  to  bones. 

The  muscles  in  the  face  help  us  to  smile,  laugh,  wink,  frown, 
and  to  look  cross  or  pleasant. 

Ho  part  of  the  body  can  move  without  muscles. 

Muscle  is  lean  meat. 


260  THIRD  YEAR 

It  is  made  up  of  many  little  fibers,  each  torapped  in  thin 
membrane. 

The  body  needs  firm,  strong  muscles  to  do  its  work. 

The  best  doctors  for  weak  muscle  are  sunshine,  fresh  air,  good 
food,  exercise,  and  rest. 

Beer  and  tobacco  tend  to  lessen  the  force  of  the  muscles,  and  may 
hinder  their  growth. 

EMINENT  AUTHORITIES  FOR  THE  TEACHER 

How  to  strengthen  Muscle 

Exercise  develops  and  tones  up  muscle,  thus  increasing  the 
heart's  action  and  causing  the  lungs  to  expand  and  send  richer 
food  to  the  brain.  Manual  labor  and  exercise  should  be  wisely 
interspersed  with  study.  Physical  culture  will  give  our  boys 
and  girls  more  grace  and  finer  physiques.  Twelve  of  the  dull- 
est boys  in  a  school,  after  a  course  of  physical  training,  increased 
their  class  rank  from  41  per  cent  to  74  per  cent.  —  Charlks  E. 
Winslow,  M.D. 

Alcohol  lessens  Strength 

Contrary  to  the  popular  opinion,  heavy  work  is  not  made 
easier  by  alcohol.  The  laborer  who  earns  his  livelihood  by  the 
exertion  of  his  muscles  destroys  the  source  of  his  strength  most 
effectually  by  the  use  of  alcohol.  —  Professor  Kraepelin, 
Heidelberg  University. 

Alcohol  stunts  Growth 

No  one  who  is  addicted  to  the  chronic  use  of  alcohol  pos- 
sesses a  healthy  body.  —  H.  J.  Hall,  M.D. 

Alcohol  induces  Idleness 

Alcohol  makes  men  indolent,  indisposed   to  any  exertion. 

—  Gr.  Bunoe,  M.D.,  Basel. 


BEER  261 

Alcohol  relaxes  Nerve  Control 

Alcohol  is  a  paralyzer  of  all  the  vital  functions.  In  the  con- 
centration which  the  strong  wines  possess  it  even  kills  the 
lower  forms  of  life.  —  J.  Gaule,  M.D.,  Zurich. 

Alcohol  lowers  Working  Power 

Alcohol  has  an  injurious  effect  on  an  unwearied  muscle,  and 
manifestly  diminishes  the  quantity  of  work  produced.  On  the 
other  hand  the  sensation  of  fatigue  is  lessened  by  the  use  of 
alcohol  and  work  consequently  appears  easier.  —  Professor 
E.  Destree,  M.D.,  Brussels.     • 


BEER 
LESSON  22.  — THE  STORY  OF  BREAD 

It  was  time  for  the  physiology  lesson,  and  Miss  Laird  opened 
the  treasure  cupboard,  as  her  class  called  it,  out  of  which 
was  sure  to  come  new  and  fascinating  material  for  each  day's 
work. 

Forty  pairs  of  eyes  sparkled  in  eager  anticipation,  as  she 
laid  on  her  desk  a  large  slice  of  bread,  some  wheat  stalks,  and 
two  small  boxes,  one  containing  dry  starch,  and  the  other  grains 
of  wheat  which  had  been-  kept  in  warm  water  until  they  had 
begun  to  sprout. 

"  The  first  thing  we  are  going  to  do  to-day,"  said  Miss  Laird, 
"  is  to  have  a  tasting  class.     Who  want  to  be  tasters  ?  " 

Everybody  was  eager  to  act  in  this  capacity,  so  all  formed 
in  line  and  marched  past  their  teacher's  desk.   ■ 

When  they  were  seated  again,  and  each  had  a  bit  of  bread, 
some  starch,  a  head  of  wheat,  and  a  few  kernels  of  sprouted 
grain,  Miss  Laird  began :  — 


262 


THIRD   YEAR 


"  Eat  your  piece  of  bread  first,  very  slowly,  and  be  ready  to 
write  a  story  about  it. 

"  I'll  put  on  the  board  the  questions  I  want  you  to  answer 
in  your  story,  and  you  may  draw  just  as  many  pictures  to  go 
with  it  as  you  like." 

Here  are  the  questions  :  — 

What  is  bread  made  from  ? 
How  is  wheat  made  into  bread  ? 
Why  is  bread  a  good  food  ? 

The  children  went  to  work  with  a  will ;  it  was 
great  fun  to  illustrate  their  own  stories. 
Here  is  one  of  the  stories  told :  — 


Bread 

Bread  is  made  from  wheat.     This  is  the 
way  it  looks  when  it  is  growing :  — 

Wheat  is  run  through  a  mill  and  ground  up 

into  flour.  This 
is  a  bag  filled 
with  the  flour :  - 


Flour  is  made   into   bread 
which      is 


good  to  eat. 
A  loaf  of 
bread looks 
like  this :  — 

Good  bread  makes  boys  and 
girls  strong  and  gives  them 
lots  of  muscle. 

This  is  a  boy  who  thought 
he  had  more  muscle  than  any 
other  boy  in  school :  — 


BEER  263 


LESSON   23.  — THE   STORY  OF   BEER 

After  all  the  stories  had  been  talked  over,  Miss  Laird 
asked :  — 

"  How  many  know  how  starch  tastes  ? 

"  Taste  some  of  the  starch  you  had  given  you. 

"  Now  we  are  ready  to  taste  our  wheat. 

"Suppose  we  begin  with  the  dry  grains.  I  will  cut  open 
some  of  them  so  that  you  may  see  how  they  look  on  the 
inside.  Chew  some  of  the  kernels  you  have,  and  tell  me  if 
they  taste  at  first  like  the  starch." 

There  is  starch  in  wheat  and  other  grains. 

"  What  about  the  wheat  which  has  begun  to  sprout  ?  See 
if  it  tastes  like  the  other." 

"  Mine  tastes  sweeter  than  the  dry  grains  did  at  first,"  vol- 
unteered one  of  the  most  observing  pupils. 

"  So  does  mine,"  said  another.  All  were  agreed  upon  this 
point. 

"  I  shall  have  to  tell  you  about  that,"  said  Miss  Laird. 

"  The  farmers  sow  wheat  in  their  fields  so  that  there  will  be 
grain  to  be  made  into  bread.  After  the  grains  of  wheat  have 
been  in  the  ground  a  little  while  they  begin  to  sprout  and  grow 
just  like  these  sprouted  kernels  we  have  here.  These  sprouts 
just  peeping  out  of  the  grain  are  little  new  wheat  plants  that 
must  have  their  food  made  ready  for  them  until  they  are  large 
enough  to  throw  out  leaves  which  can  take  what  the  plant 
needs  from  the  air,  and  roots  that  will  go  down  and  get  what 
it  wants  from  the  earth. 

"  These  tiny  little  plants  could  not  live  on  starch,  but  they 
can  live  on  sugar,  so  when  they  begin  to  grow  some  of  the 
starch  you  see  here  in  the  dry  grains  turns  to  sugar. 

"Who  knows  now  why  the  sprouted  grains  taste  sweeter 
than  those  which  are  dry?" 


264  v  THIRD  YEAR 

When  grain  sprouts  its  starch  changes  to  sugar. 

Miss  Laird :  "  We  have  found  two  ways  in  which  grain  may 
be  used/' 

Wheat  can  be  ground  into  flour  to  make  bread. 
It  can  be  sown  in  the  ground  to  make  new  plants  that  will 
produce  more  grain. 

These  are  both  right  uses,  but  sometimes  people  spoil  good 
grain  by  making  it  into  a  drink  which  is  called  beer.  Let  us 
find  out  if  this  is  a  wise  use  to  make  of  it. 

First,  large  quantities  of  grain,  usually  barley  are  kept  in 
a  warm  moist  place  until  it  begins  to  sprout.  What  change 
will  that  make  in  the  grain  ? 

The  starch  will  change  into  sugar. 

Next,  this  sprouted  grain  is  crushed  and  put  into  a  huge 
tank  of  water  where  the  sugar  soaks  out,  and  then  yeast,  which 
is  a  kind  of  ferment,  is  added. 

What  did  we  find  out  about  ferments  when  we  had  a  lesson 
on  the  grape  ?  " 

Ferments  are  tiny  plants  which  can  change  the  sugar 
in  pressed-out  grape  juice  and  other  sweet  fruit  juices  to 
alcohol. 

The  yeast  ferments  do  just  the  same  kind  of  work  when 
they  are  put  into  this  liquid  made  sweet  because  it  has  soaked 
the  sugar  out  of  the  sprouted  grain. 

The  ferments  go  right  to  work  to  take  the  sugar  to  pieces, 
and  alcohol  is  left  in  its  place. 

What  is  yeast  and  what  can  it  do  ? 

Yeast  is  a  ferment  that  can  so  change  the  sugar  in  a  sweet 
liquid  that  alcohol  will  be  formed. 

When  alcohol  is  formed  in  a  sweet  liquid  made  by  soaking 
sprouted  barley  in  water,  such  a  liquid  is  called  beer. 


BEER  265 

Alcohol  is  a  poison  which  is  always  dangerous  to  take 
because  a  little  may  make  one  want  enough  to  ruin  him. 

"  If  alcohol  is  a  poison,  and  there  is  alcohol  in  beer,  can  peo- 
ple drink  it  without  hurting  themselves  ?  "  was  Miss  Laird's 
next  question. 

Beer  always  hurts  those  who  drink  it,  even  if  they  feel  all 
right  for  a  time. 

MEMORY    POINTS 

There  is  starch  in  wheat  and  other  grains. 

This  starch  changes  to  sugar  when  the  grain  sprouts. 

When  yeast  is  added  to  water  in  which  sprouted  grain  has 
been  soaked,  part  of  this  sugar  is  changed  to  alcohol. 

Yeast  is  a  kind  of  ferment. 

Beer  is  made  by  adding  yeast  to  the  water  in  which  sprouted 
barley  has  been  soaked. 

There  is  alcohol  in  beer. 

It  is  therefore  not  to  be  used  for  food. 

Beer  takes  away  Gyle's  appetite  for  good  food. 

Its  use  tends  rather  to  weaken  than  to  help  the  body. 

Beer  makes  those  who  drink  it  want  it  more  and  more 

The  use  of  beer  often  leads  to  that  of  stronger  liquors. 

Beer  has  led  many  people  to  commit  crime. 


EMINENT  AUTHORITIES  FOR  THE  TEACHER 

One  can  accustom  himself  more  readily  to  the  drinking  of 
beer  than  of  any  other  intoxicant,  and  no  other  so  rapidly 
destroys  the  appetite  for  normal  food  and  nourishment.  — ' 
Gustav  Bunge,  M.D.,  Professor  of  Physiological  Chemistry  at 
University  of  Basel,  Switzerland. 

Beer  is  not  so  intoxicating,  but  it  is  demoralizing.    Our  beer 


266  THIRD  YEAR 

drinkers  become  besotted.  Beer  makes  them  cross.  It  makes 
their  homes  unpleasant.  It  prevents  them  from  rising  in  civ- 
ilization. —  Journal  of  Hygiene. 


CIGARETTES 
LESSON   24.  — THE   DANGER   IN   CIGARETTES 

Review  the  story  of  tobacco,  its  cultivation  by  the  Indians, 
and  its  introduction  into  England  by  those  who  came  over  here 
to  colonize  Virginia. 

Tell  the  story  of  Sir  Walter  Raleigh  and  his  servant,  then 
write  on  the  board  the  question  :  — 

Is  tobacco  good  for  food  ? 

Some  boy,  whose  father  chews  tobacco,  will  be  ready  to  say 
that  people  never  eat  it,  that  chewers  are  very  careful  not  to 
swallow  even  the  juice,  and  that  is  one  of  the  reasons  why  they 
spit  so  frequently. 

Then  draw  out  the  fact  that  tobacco  does  not  make  muscle, 
or  bone,  or  blood ;  that  it  does  not  help  a  boy  grow  as  milk, 
vegetables,  and  meat  do.     It  is  plain  then  that :  — 

Tobacco  is  not  a  food  and  does  not  in  any  way  help  to  make 
us  strong. 

Ask  what  it  is  in  the  tobacco  that  makes  its  use  injurious, 
and  in  some  cases  fatal. 

Tobacco  contains  nicotine  which  is  an  active  narcotic  poison. 

Do  not  give  the  pupils  an  exaggerated  idea.  The  truth  is 
sufficiently  strong.  Tell  them  that,  like  many  other  poisons, 
nicotine,  taken  in  very  small  quantities,  as  for  instance  in 
smoking  one  cigar  or  cigarette,  does  not  often  kill  a  person 
outright,  but  may  be  injurious. 


CIGARETTES  267 

The  following  outline  may  be  used  in  taking  up  this  topic :  — 

Materials  of  which  cigarettes  are  made. 
Natural  appetite  and  tobacco  appetite. 
Smoking  may  lead  to  drinking. 
Effects  on  a  boy's  health. 

Effect  on  growth. 
Cigarettes  Effect  on  brain. 

Effect  on  the  heart. 

Effect  on  the  nervous  system. 
Selfishness  of  the  habit. 
Effect  on  business  prospects. 
Cost  of  the  tobacco  habit. 

The  class  should  be  told  of  what  cigarettes  are  made,  for 
nicotine  is  not  the  only  poison  which  lurks  in  these  tiny  rolls. 
Some  cigarettes  are  said  to  contain  opium  or  other  narcotic 
drugs. 

What  is  the  effect  when  one  first  smokes  ?  Does  the  natural 
appetite  crave  tobacco  ?  Assure  the  class  that  the  only  true 
test  of  the  natural  appetite  is  that  of  one  who  has  never  been 
accustomed  to  the  smell  of  tobacco,  or  whose  parents  have 
not  used  it.  Such  an  one  usually  dislikes  the  smell  of  the 
smoke  from  cigar  or  pipe,  and  is  made  very  sick  by  his  first 
attempt  to  learn  to  smoke.  After  a  time  the  system  becomes 
accustomed  to  the  nicotine,  and  the  person  does  not  feel  so  sick 
when  smoking,  but  the  health  may  be  injured  by  the  tobacco 
whether  the  smoker  is  conscious  of  it  or  not. 

What  could  one  eat,  if  milk  or  eggs  should  disagree  with 
him  ?  Do  people  ordinarily  so  crave  any  one  article  of  food  that 
they  are  wretched  and  unable  to  work  if  they  are  denied  it  ? 

Bring  out  plainly  the  distinction  between  the  natural  appe- 
tite for  food,  which  may  be  satisfied  with  any  wholesome,  pala- 
table article  of  diet,  and  the  unnatural  appetite  for  tobacco, 
which  so  enslaves  a  man  that  nothing  else  will  satisfy  him. 


268  THIRD  YEAR 

The  use  of  tobacco  may  create  an  appetite  for  itself  which 
no  food  will  satisfy  and  which  may  enslave  the  user. 

In  connection  with  the  last  topic,  bring  out  the  fact  that  the 
use  of  tobacco  may  lead  to  the  drinking  of  alcoholic  liquors. 

Horace  Greeley  said,  "  Show  me  a  drunkard  that  doesn't  use 
tobacco,  and  I  will  show  you  a  white  blackbird." 

Do  not  give  the  class  the  idea  that  all  smokers  drink,  but 
the  fact  that  so  large  a  proportion  of  the  drinkers  smoke,  and 
that,  in  so  many  instances,  the  tobacco  habit  has  led  to  the 
drink  habit  is  one  good  reason  for  shunning  cigarettes. 

Cigarette  smoking  dries  the  membranes  of  the  mouth  and 
throat,  and  tends  to  create  a  thirst  which  may  lead  to  the  use 
of  alcoholic  drinks. 

Teacher:  "Suppose  that  one  of  the  boys  in  this  class  owns 
a  colt.  He  wants  some  day  to  have  a  large  strong  horse  to 
draw  heavy  loads  and  help  him  with  his  work.  He  knows 
that  if  he  gives  the  colt  good  food  and  lets  it  exercise  in  the 
pasture  and  takes  good  care  of  it,  it  will  grow  to  be  just  the 
kind  of  a  horse  he  wants ;  but,  instead  of  doing  this,  he  feeds 
it  something  which  hinders  its  growth  and  makes  it  nervous 
and  unmanageable.  What  would  you  think  of  such  a  boy  ? 
Would  he  be  showing  good  sense  to  treat  the  colt  in  such  a 
way  ?  " 

Is  a  boy  sensible  or  wise  who  begins  the  use  of  something 
which  doctors  and  learned  men  know  will  hurt  his  growth,  dull 
his  brain,  and  injure  his  heart  and  nerves  ? 

Some  boys  think  that  tobacco  does  not  hurt  them,  because 
they  cannot  see  the  daily  injury  to  growth  and  health.  It 
would  be  as  reasonable  to  say  they  did  not  grow,  because  they 
could  not  see  one  day  that  they  were  larger  than  they  were  the 
day  before. 

Cigarette  smoking  will  hinder  a  child's  growth,  dull  his 
brain,  and  injure  his  health. 


CIGARETTES  269 

Ask  the  class  if  it  is  right  or  fair  that  people  who  dislike 
the  smell  of  tobacco  or  who  are  made  sick  by  it,  as  many  are, 
should  be  compelled  to  inhale  the  smoke  of  cigarette,  cigar,  or 
pipe  used  by  others.  Lead  the  pupils  to  see  the  selfishness  of 
a  habit  which  inconveniences  and  annoys  hundreds  of  people 
every  day,  on  the  street,  in  cars,  in  public  parks  where  many 
people  resort  hoping  to  get  fresh  air,  on  steamer  decks  and 
other  public  conveyances,  and  in  other  places. 

The  fact  that  sometimes  the  home  is  made  unpleasant  and 
unhealthful  through  the  agency  of  tobacco  should  also  be 
brought  out.  Young  children  and  babies  are  sometimes  made 
ill  by  being  obliged  to  breathe  the  air  of  rooms  filled  with 
tobacco  smoke. 

It  is  neither  fair  nor  right  to  smoke  tobacco  where  those 
who  do  not  use  it  are  obliged  to  breathe  the  smoke. 

Most  boys  have  some  ambition  or  dream  of  the  future. 
They  hope  and  intend  to  succeed  in  life  when  they  become 
men.  Such  boys  will  find,  when  they  enter  the  business  world, 
that  the  cigarette  habit  will  be  of  no  help  to  them.  Many 
business  men  will  not  employ  boys  who  smoke.  Many  cor- 
porations do  not  allow  their  employees  to  smoke  while  on  duty  ; 
others  do  not  want  their  men  to  smoke  at  all.  The  number  of 
firms  taking  this  position  is  yearly  increasing. 

Cigarette  smoking  can  be  of  no  advantage  to  a  boy  in 
his  life  work,  and  may  seriously  interfere  with  his  business 
chances. 

LESSON   25.  — COST   OF  THE   CIGARETTE  HABIT 

Although  the  desire  to  accumulate  great  wealth  is  not  the 
noblest  aspiration  of  which  the  human  mind  is  capable,  it  is 
right  that  all  should  plan  to  acquire  a  competence  and  to  pro- 
vide themselves  and  those  who  may  be  dependent  upon  them 
with  the  comforts  of  life.     Children  should  be  inspired  with 


270  THIRD  YEAR 

the  idea  that  no  matter  how  much  or  how  little  wealth  their 
parents  may  have,  they  should  prepare  themselves  to  make 
the  world  better  by  doing  useful  work  of  some  kind,  that 
wastefulness  is  wrong,  and  that  those  who  have  their  own 
way  to  win  and  their  own  fortune  to  earn  should  carefully 
guard  against  useless  and  unnecessary  expenditures.  Ask  the 
pupils  to  name  some  of  the  unnecessary  expenditures  which 
may  be  done  away  with. 

Cigarettes  will  doubtless  be  named  among  other  things. 
Then  write  upon  the  board  the  following  problem  for  the 
class  to  solve :  — 

A  boy  begins  at  the  age  of  ten  to  spend  five  cents  a  day  for 
cigarettes,  and  continues  to  do  so  until  he  is  twenty-one.  Had 
he  put  the  same  sum  in  the  savings  bank  each  day,  how  much 
money,  without  interest,  would  he  have  saved  when  he  reached 
his  twenty-first  birthday  ? 

Which  is  the  more  sensible  and  profitable  way  of  using  the 
money,  to  burn  it  up  in  cigarettes,  or  to  place  it  at  interest  in 
the  savings  bank  ? 

Cigarette  smoking  is  an  expensive  habit  which  no  boy  or 
young  man  should  afford. 

The  Twins'  Lost  Trip 

Leslie  had  a  twin  sister,  Alice.  He  was  very  fond  of  her. 
Every  day  they  went  to  school  together,  and  they  were  in  the 
same  class. 

They  had  many  nice  books  to  read  at  home ;  some  of  them 
were  full  of  stories  about  other  countries,  England,  France, 
Switzerland,  and  Germany.  Leslie  thought  he  should  be  the 
happiest  boy  in  the  world  if  he  could  only  visit  those  countries 
and  see  the  wonderful  sights  that  were  pictured  in  his  books. 

Papa  told  the  children  that  if  they  tried  to  do  well  at  school, 
and  nothing  prevented,  he  would  take  them  with  their  mamma 
on  a  delightful  trip  to  see  these  very  countries  that  had  inter- 


CIGARETTES 


271 


ested  them.  He  said  they  would  take  the  trip  during  their 
summer  vacation,  when  they  were  twelve  years  old. 

"Of  course  we  shall  do  well  at  school,  and  nothing  will 
keep  us  at  home,"  said  Leslie.     But  something  did  happen. 

A  few  months  after  Leslie  and  Alice  had  had  their  eleventh 
birthday,  mamma  asked  them  to  count  the  pennies  they  had 
saved  in  their  banks.  She  said  that  each  of  them  might 
send  one  half  of  the  money 
to  the  charity  box  at  the 
church,  to  help  buy  cloth- 
ing for  poor  children.  It 
seemed  very  strange  to 
mamma  that  Alice  should 
happen  to  have  at  least  a 
dollar  more  than  her 
brother.  They  had  had 
the  same  amount  only  two 
weeks  before,  when  it  was 
counted.  Leslie  said  he 
didn't  know  anything  about 
it — nobody  did.  Mamma 
was  unhappy. 

The  next  week  nearly 
every  night  Leslie  was 
awakened  by  dreadful 
dreams.      He     became    so 

nervous  that  he  did  not  like  to  go  to  bed  at  all.  He  cared 
nothing  for  his  nice  breakfast  in  the  morning,  and  left  it  un- 
tasted  upon  his  plate.  Papa  got  a  big  bottle  of  medicine  from 
the  doctor,  and  Leslie  had  to  take  it  three  times  a  day.  He 
did  not  like  it  a  bit,  and  it  did  not  seem  to  help  his  appetite. 

Every  morning  Leslie  had  a  bad  headache.  He  felt  sleepy, 
and  could  not  put  his  mind  upon  his  lessons.  He  made  his 
sister  promise  not  to  tell  their  mamma  about  the  lessons  he 


272  THIRD  YEAR 

failed  in.  He  told  her  he  would  make  her  sorry  for  it  if  she 
did.  This  frightened  Alice,  for  Leslie  had  never  been  cross  to 
her  before.  Now  he  seemed  cross  all  the  time.  Alice  no 
longer  cared  to  study  with  him,  or  to  share  with  him  her 
pleasures. 

One  morning  papa  said :  "  My  boy,  have  you  been  using  your 
toothbrush  lately?  Your  teeth  are  beginning  to  look  dark." 
Leslie  declared  that  he  had  forgotten  to  use  his  toothbrush, 
but  would  be  more  careful  hereafter. 

As  time  went  on  matters  grew  worse.  Leslie  felt  sick  and 
ill-tempered  most  of  the  time ;  what  seemed  worst  of  all,  at 
the  end  of  his  school  term  his  teacher  sent  word  that  Alice 
had  been  promoted,  but  that  her  brother  had  fallen  far  below 
his  class.  Papa  felt  very  badly  about  it,  but  told  mamma  that 
he  thought  it  wise  to  take  Leslie  out  of  school,  for  he  knew 
the  boy  had  been  really  ill  for  some  time. 

He  Was  put  to  bed  and  the  doctor  sent  for.  The  doctor 
very  quickly  discovered  the  cause  of  all  the  trouble.  What  do 
you  suppose  it  was  ?  Cigarettes  !  For  some  time  Leslie  had 
been  spending  many  hours  playing  with  older  boys  of  bad 
character  who  had  influenced  him  to  smoke,  until  the  habit 
was  firmly  fixed.  Where  do  you  suppose  he  got  the  money  to 
buy  the  cigarettes  ?  I  see  you  know ;  from  his  bank.  What 
do  you  suppose  was  the  real  cause  of  Leslie's  deceiving  his 
mother  ? 

What  had  caused  his  bad  dreams  ?  his  headaches  ?  What 
had  taken  away  his  appetite  ?  Why  was  he  so  unkind  to  his 
sister  ?  Why  was  he  sleepy  in  school  and  unable  to  think 
about  his  lessons  ?    What  had  made  his  teeth  discolored  ? 

Did  Leslie  go  to  Europe  that  summer  ?  No ;  how  could  he  ? 
He  had  grown  very  weak  and  thin  and  had  to  lie  down  much 
of  the  time.  The  doctor  said  it  might  be  a.  year  before  he  was 
quite  himself  again.  Poor  Alice  was  heartbroken  over  her 
brother's  behavior,  but  she  was  a  forgiving  sister,  and  never 


CIGARETTES  273 

reproached  him  for  being  unkind  to  her,  and  for  depriving  her 
of  that  much  longed-for  trip. 

Leslie  was  a  long  time  getting  well ;  and  he  found  it  very- 
hard  to  give  up  the  cigarettes.  But  he  did  at  last.  He  is  a 
man  now,  and  he  tells  his  mother  that  he  hates  the  very  sight 
and  smell  of  a  cigarette.  He  declares  that  he  will  do  all  he 
can  to  keep  boys  from  smoking  them. 

MEMORY  POINTS 

Cigarettes  hinder  the  growth  and  hurt  the  nerves  and  health. 

Cigarettes  may  make  one  a  slave  to  the  tobacco  habit. 

Smoking  may  lead  to  drinking. 

The  cigarette  habit  does  not  help  a  boy  in  his  ivork,  and  may 
prevent  his  obtaining  a  desirable  position  in  business. 

It  is  a  selfish  habit  which  may  injure  others  besides  the  smoker. 

It  costs  more  than  boys  can  afford  to  pay  to  have  their  health 
and  nerves  ruined. 

It  tends  to  make  one  lie  and  deceive. 

It  dulls  the  mind  a?id  conscience. 

EMINENT  AUTHORITIES  FOR  THE  TEACHER 

Tobacco  is  a  powerful  poison.  —  Medical  Record. 

The  smoker  cannot  escape  the  poison  of  tobacco. — Mar- 
shall Hall,  M.D. 

No  smoker  can  be  a  well  man.  —  London  Lancet. 

Youths  who  before  the  habit  of  smoking  was  contracted 
were  resolute,  manly,  and  vigorous  in  mental  fiber,  become, 
after  indulgence  in  tobacco,  timid,  fearful,  hesitating,  and 
irresolute.  —  Journal  of  Hygiene. 

Tobacco  is  one  of  the  slowest  and  one  of  the  surest  poisons 
to  the  human  race.  Some  of  its  effects  are  great  weakness 
of  the  heart's  action,  lessened  respiration,  and  impaired  intel- 
lect.—C.  H.  Powell,  M.D. 

OR.     LESS.     IN    HY.  18 


274  THIRD  YEAR 

Stunted  growth,  impaired  digestion,  palpitation,  and  other 
evidences  of  nerve  exhaustion  and  irritability  have  again  and 
again  impressed  a  lesson  of  abstinence  from  tobacco  which  has 
hitherto  been  far  too  little  regarded.  —  London  Lancet. 


THE   SKIN   AND   CLEANLINESS 
LESSON   26.  — THE   BODY  COVERING 

Tell  your  pupils  you  will  let  them  find  out  for  themselves 
the  subject  of  their  next  physiology  lesson.  Then  step  to  the 
board  and  write  this  question  :  — 

What  garment  have  we  which  always  fits  us  and  which 
lasts  as  long  as  we  live? 

Some  boy  or  girl  will  doubtless  guess  the  answer  at  once. 
If  not,  place  these  questions  on  the  board  also,  and  let  all  think 
about  them  until  the  next  day  :  — 

Why  does  not  this  garment  wear  out  like  others  ? 
What  different  styles  of   such  garments   have   you   seen? 
Describe  one  kind. 

What  are  the  uses  of  this  garment  ? 

How  should  it  be  taken  care  of  to  keep  it  in  good  repair  ? 

What  will  injure  it  and  make  it  of  less  service  to  us  ? 

The  Skin  repairs  Itself 

Hold  up  a  pair  of  gloves  and  let  the  class  decide  how  long 
these  would  last  if  you  were  to  put  them  on  and  wear  them  all 
the  time  in  doing  every  sort  of  work.  Pass  them  about  for 
examination.  What  are  they  made  of?  How  long  would 
they  probably  have  remained  in  good  condition  upon  the  ani- 
mal which  first  wore  them  ? 

Why  do  we  not  wear  holes  in  our  fingers  or  our  toes  when 
we  use  them  almost  constantly  ? 


THE  SKIN   AND  CLEANLINESS  275 

In  addition  to  the  probable  answer — that  a  person's  hand  or 
foot  is  alive,  and  thus  does  not  easily  wear  out  —  call  for  rea- 
sons why  we  are  alive  and  what  keeps  us  so. 

Some  will  remember  that  the  food  we  eat  is  one  thing  neces- 
sary to  keep  us  alive  and  to  prevent  any  part  of  our  bodies 
from  wearing  out. 

Put  drawings  upon  the  board  in  colored  chalk  to  represent 
the  circulatory  and  digestive  systems. 

Tell  the  story  of  the  cars  loaded  with  food  which  our 
Western  states  sent  to  the  starving  people  in  India,  and  ask 
the  children  to  imagine  that  something  of  the  same  kind  is 
taking  place  when  the  food  we  eat  starts  on  its  journey  through 
the  body.  They  may  think  of  the  mouth,  throat,  and  stomach 
as  different  stations  through  which  this  food  must  pass  before 
it  is  ready  for  its  ride  with  the  blood  to  every  part  of  the 
body  which  needs  it.  They  should  be  able  also  to  name  these 
stations  in  their  proper  order. 

The  skin  does  not  wear  out  because  the  blood  is  all  the  time 
bringing  it  just  the  food  it  needs  to  keep  it  in  good  repair. 

The  Skin  of  Different  Animals 

So  far  as  possible,  give  each  pupil  an  opportunity  to  describe 
fully  the  skin  of  some  animal  with  which  he  is  very  familiar. 
Suggest  that  the  color  and  texture  be  spoken  of,  the  general 
appearance  of  the  hair  and  nails,  where  these  grow,  and  how 
they  are  connected  with  the  rest  of  the  skin.  Then  suggest 
that  each  one  compare,  as  well  as  he  can,  the  skin  of  birds 
with  that  of  animals,  reptiles,  fishes,  and  insects.  Others  may 
listen  and  be  ready  to  correct  £alse  statements  or  add  further 
information.  Children  can  easily  be  trained  to  be  close  ob- 
servers, and  very  few  evident  facts  should  be  left  for  the 
teacher  to  bring  out. 


276  THIRD  YEAH 

The  Appearance  of  the  Skin 

In  most  schools  a  fairly  good  microscope  will  be  available. 
If  possible,  secure  one  and  permit  the  class  to  look  through  it 
at  the  skin  on  the  hand  or  arm,  and  notice  what  can  be  seen  in 
this  way.  After  such  an  observation  exercise  tell  them  about 
the  sweat  glands  and  oil  glands,  and  how  each  is  useful  and 
necessary  to  the  skin. 

Let  them  look  also  at  a  hair  and  a  finger  nail  under  the  micro- 
scope. Put  on  the  board  a  drawing  of  the  former,  showing 
the  oil  glands  beneath  the  skin,  which  keep  it  soft  and  smooth, 
and  ask  how  the  hair  must  be  taken  care  of  in  order  to  keep  it 
in  good  condition. 

Show  from  some  physiology  or  a  large  chart  the  position  of 
the  nerves  of  the  skin ;  then  ask  why  a  slight  blow  or  scratch 
on  the  surface  of  the  body  does  not  hurt  one,  and  explain  that 
the  skin  is  made  up  of  two  distinct  layers. 

Bring  out  the  relation  between  a  clear  fresh  skin  and  per- 
sonal beauty,  and  the  duty  as  well  as  the  privilege  of  every 
one  to  take  such  care  of  this  part  of  the  body  as  shall  render 
him  attractive  to  others. 


LESSON  27.  —  CLEANLINESS  HELPS  MAKE  US  BEAUTIFUL 

One  of  the  first  requisites  to  a  beautiful  skin  is  cleanliness. 
Ask  the  class  to  describe  the  drainage  pipes  in  a  house,  and 
explain  what  happens  when  these  become  filled  with  refuse ; 
then  ask  if  the  microscope  showed  them  anything  in  the  skin 
which  corresponds  to  such  pipes,  if  they  can  think  of  any  rea- 
son why  these  tiny  tubes  need  always  to  be  kept  open,  and 
what  would  be  the  best  way  to^do  this. 

Your  pupils  may  be  inclined  to  resent  as  personal  any  hints 
regarding  cleanliness  and  think  that  their  own  skin  is  kept 
in  fairly  good  condition.     If  any  feeling  of  this  kind  shows 


THE   SKIN    AND   CLEANLINESS  277 

itself,  ask  all  to  try  this  experiment  at  night  just  before 
retiring  —  to  wash  their  faces  and  hands  in  warm  water  and 
a  little  soap,  and  notice  how  much  the  water  is  changed  in 
color  during  the  process.  It  is  safe  to  say  that  even  the  most 
skeptical  will  be  convinced  that  the  exposed  parts  of  the  skin 
cannot  be  kept  clean  without  frequent  bathing. 

The  next  time  the  sun  shines  brightly  into  the  room,  call 
attention  to  the  dust  which  it  reveals  and  which  is  always 
present,  as  one  reason  why  people  need  to  bathe  often.  Ask 
if  a  desk  or  chair  needs  washing  every  day  and  why  people's 
hands  and  faces  get  soiled  more  easily  than  furniture.  If  no 
one  thinks  of  a  reason,  show  the  class  once  more  a  picture  of 
the  oil  glands  of  the  skin  and  call  upon  some  one  to  describe 
again  their  use.  Ask  if  the  skin  would  get  soiled  as  quickly 
if  it  had  no  such  glands,  and  the  reason  why. 

Some  one  may  raise  the  question,  Why  does  the  skin  need 
oiling  ?  Ask  how  many  have  ever  had  rough  chapped  hands 
and  faces.  Call  attention  to  the  fact  that  such  skin  heals 
more  readily  when  an  oily  substance  is  applied  to  it.  This 
will  suggest  a  use  for  the  oil  glands  found  in  the  skin. 

Cleanliness  helps  to  keep  us  Well 

In  bringing  out  another  important  reason  for  cleanliness,  tell 
the  class  of  the  dreadful  plagues  which  swept  over  Europe 
during  the  Middle  Ages.  Then  describe  briefly  how  people 
lived  in  those  times,  huddled  together  in  poor  mean  huts 
with  little  or  no  ventilation,  eating  badly  cooked  food,  seldom 
or  never  taking  baths  or  changing  their  clothes  until  obliged 
to  do  so.  Why  are  people  healthier  to-day  ?  How  many 
think  our  different  ways  of  living  have  anything  to  do 
with  it? 

One  of  the  most  dreaded  diseases  is  yellow  fever.  In  1853 
it  killed  one  out  of  every  ten  people  in  N"ew  Orleans.  Tell 
your  pupils  how  General  Butler  kept  this  fever  away  from 


278  THIRD   YEAR 

that  city  during  the  Civil  War  by  insisting  that  all  houses  as 
well  as  the  people  should  be  kept  thoroughly  clean,  and  that 
all  decaying  animal  or  vegetable  matter  should  be  effectually 
disposed  of  at  once. 

Frequent  bathing  will  help  keep  the  skin  in  good  condition. 

Cleanliness  prevents  disease. 

Very  rich  food  will  hurt  the  blood  and  spoil  the  complexion. 

Tea  and  coffee  often  keep  people  from  having  a  clear  beauti- 
ful skin. 

Any  drink  which  has  alcohol  in  it  may  hurt  the  skin. 

Cigars  and  cigarettes  clog  up  the  pores  of  the  skin  and  give 
it  a  strong,  bad  odor. 

How  Alcohol  hurts  the  Skin 

Call  attention  to  the  harm  done  the  skin  by  the  use  of 
alcoholic  drinks  by  asking  the  question  :  — 

Why  do  people  who  use  much  alcohol  in  any  form  seldom 
have  good  complexions  ? 

Call  for  volunteers  to  trace  the  alcohol  in  a  glass  of  liquor 
from  the  mouth  to  the  skin.  As  the  different  organs  through 
which  it  passes  are  named,  the  class  may  tell  in  what  ways  the 
alcohol  injures  each  and  keeps  it  from  doing  its  work  as  it 
ought. 

Explain  that  alcohol,  when  used  for  long  periods  of  time, 
even  in  small  quantities,  often  cnanges  the  structure  of  the 
arteries  and  capillaries.  Their  walls  ought  to  be  firm  and 
elastic.  When  much  alcohol  is  used,  however,  they  lose  their 
elasticity.  In  the  skin  these  blood  vessels  are  often  enlarged, 
and  the  face  grows  to  look  red  and  bloated. 

When  this  happens,  the  skin  cannot  properly  do  its  work  of 
helping  to  throw  off  waste  matter. 

The  health  is  likely  to  suffer  if  waste  substances  which  ought 
to  be  got  rid  of  are  kept  in  the  system. 


] 


THE  SKIN  AND   CLEANLINESS  279 


Alcohol  reduces  Bodily  Temperature 

It  is  more  than  likely  that  some  of  the  pupils,  in  your  room 
have  been  told  that  people  should  drink  rum  or  some  other 
alcoholic  liquor  to  keep  them  warm  in  winter,  or  when  start- 
ing upon  a  long  cold  journey.  Every  young  person  should  be 
taught  that  this  is  a  false  idea,  and  that  instead  of  keeping 
people  warm  alcohol  really  makes  them  colder. 

To  show  how  this  is  true,  ask  what  keeps  the  body  warm. 
If  no  one  suggests  the  blood  as  the  chief  source  of  warmth, 
bring  this  to  their  minds  by  asking  why  they  feel  hot  after  a 
hard  run  or  frolic.  Ask  whether  the  blood  will  cool  off  faster 
when  it  is  close  to  the  surface  where  the  air  can  get  at  it,  or  deep 
in  the  body  away  from  the  air.  They  have  just  learned  that 
alcohol  sends  the  blood  in  large  quantities  to  the  surface  of 
the  body,  and  a  few  moments'  thought  will  show  them  that 
when  this  happens  it  will  be  cooled  much  faster  than  when 
it  comes  more  slowly  to  the  surface. 

When  all  understand  that  alcohol  really  makes  people  cold, 
ask  why  it  is  that  those  who  have  taken  such  liquors  think  them- 
selves warmer  than  before. 

People  who  have  taken  alcoholic  drinks  think  themselves 
warmer  than  before  because  alcohol  deadens  the  nerves  of  feel- 
ing and  keeps  them  from  knowing  how  cold  they  really  are. 

MEMORY  POINTS 

TJie  skin  covers  and  protects  the  body. 

The  blood  keeps  the  skin  supplied  ivith  food,  thus  repairing  it 
as  fast  as  it  wears  out. 

TJie  oil  glands  in  the  skin  keep  it  soft  and  smooth. 

The  skin  needs  frequent  bathing  to  keep  it  clean  and  healthy. 

We  must  eat  plain  simple  food  and  drink  pure  water  if  we 
want  clear  complexions. 


280  THIRD  YEAR 

Tobacco  often  turns  the  skin  a  dirty  yellow  color,  and  gives  it  a 
strong,  bad  odor. 

Alcohol  sometimes  enlarges  the  capillaries  of  the  skin,  and 
makes  the  face  look  red  and  bloated. 

People  who  use  much  alcohol  are  not  likely  to  have  good 
complexions. 

EMINENT  AUTHORITIES  FOR  THE  TEACHER 

Cleanliness  prevents  Disease 

The  essential  step  in  fighting  infectious  diseases,  such  as 
yellow  fever,  plague,  typhoid  fever,  and  many  others,  is  the 
enforcement  of  cleanliness  ;  cleanliness  of  person,  of  house,  of 
food  and  drink,  of  drainage  and  sewage  disposal,  and  in 
water  supply ;  always  and  everywhere  cleanliness.  —  Dietetic 
and  Hygienic  Gazette. 

Alcohol  lessens  Bodily  Heat 

Alcohol  warms  a  man  up  in  cold  weather  by  benumbing  the 
sense  of  temperature,  while  it  really  lessens  the  body  heat.  — 
N.  S.  Davis,  M.D.,  LL.D.,  F.R.S. 

While  the  oxidation  of  alcohol  within  the  body  may  give  rise 
to  a  certain  amount  of  heat  .  .  .  the  increased  bodily  tempera- 
ture lasts  only  for  a  single  moment.  Within  two  or  three 
minutes  after  its  ingestion,  paralysis  of  the  peripheral  nerve 
endings  causes  a  dilatation  of  the  surface  blood  vessels,  giving 
rise  to  increased  heat  radiation ;  ,  so  that,  though  the  total 
amount  of  bodily  heat  may  for  a  short  time  be  increased,  the 
increase  in  heat  radiation  more  than  compensates  for  the  in- 
creased production,  so  that  the  actual  temperature  of  the  body 
is  lowered  after  the  imbibition  of  even  very  small  quantities  of 
alcohol.  — John  Madden,  M.D.,  Professor  of  Physiology,  Wis- 
consin College  of  Physicians  and  Surgeons. 


THE   SPECIAL  SENSES  281 

The  Effect  of  Tobacco 

Tobacco  lodges  itself  in  the  tissues ;  hence  tobacco  users 
emit  a  decided  tobacco  odor  from  the  skin. — J.C.Jackson, 
M.D. 

THE   SPECIAL   SENSES 
LESSON  28.  — TOBACCO  INJURES   THE  SENSE  ORGANS 

Before  taking  up  in  class  the  points  brought  out  in  this 
lesson,  the  teacher  should  review  all  work  on  the  special 
senses  done  during  the  first  two  school  years,  making  sure 
that  her  pupils  know  what  these  organs  are  for,  something  of 
their  uses,  and  of  the  ways  in  which  each  should  be  taken 
care  of  to  insure  the  best  work.  Special  training  should  also 
be  given  at  frequent  intervals  to  quicken  each  sense  and  ren- 
der it  alive  to  impressions.  The  class  are  now  ready  to  learn 
how  the  use  of  tobacco  affects  the  organs  of  special  sense. 

Teacher :  "  The  last  time  I  was  on  a  railway  train  I  got  into 
the  wrong  car.  The  air  was  blue  with  smoke  and,  although  I 
hurried  out,  my  eyes  and  throat  smarted  for  some  time.  I 
didn't  see  any  fire.  Where  do  you  think  the  smoke  came 
from  ? 

"  You  are  right.  I  had  gone  into  the  smoking  car,  where 
nearly  every  man  had  his  pipe  or  cigar  or  cigarette.  Is  tobacco 
smoke  better  for  people  than  other  kinds  of  smoke?  Why 
not  ?  " 

Eeview  the  facts  about  tobacco  learned  in  their  first  and 
second  years'  work  until  all  remember  that :  — 

Tobacco  contains  the  poison  nicotine. 

When  tobacco  is  smoked  or  chewed  some  of  this  poison  gets 
into  the  body  and  hurts  it. 

Teacher :  "  There  are  hurtful  substances  in  all  kinds  of 
smoke  which  are  bad  for  our  eyes   and  throat,  but  tobacco 


282 


THIRD   YEAR 


smoke  is  worst  of  all  because  it  contains  these  and  nicotine 
too ;  just  as  it  hurts  us  more  to  burn  both  hands  than  to  burn 
one. 

"  This  morning  we  must  find  out  some  of  the  ways  in  which 
tobacco  hurts  those  parts  of  our  bodies  which  help  us  find 
out  about  things. 

"  Who  knows  the  names  of  these  parts  ?  " 


Eyes  that  cannot  See 


"Bedtime, 
Ethel,"  said  her 
father.  "And it's 
story  night,  you 
know,  so  hurry 
up." 

"Just  as  soon 
as  I've  said  good 
night  to  Tick- 
tock,"  answered 
Ethel,  flitting 
across  the  hall 
for  a  last  look  at 
the  long  brass 
pendulum  sway- 
ing solemnly  back 
and  forth  at  the 
foot  of  the  stairs. 

"  Good  night, 
old  Tick  -  tock ; 
wake  me  up  in 
the  morning." 

"What  time  is 
it  ?  "  said  her  fa- 


THE   SPECIAL   SENSES  283 

ther,  when  Ethel  was  cuddled  up  in  his  lap  for  the  good- 
night story.  "  Your  eyes  are  younger  than  mine  and  can  see 
better." 

"  Can't  I  see  the  figures  on  Tick-tock,  when  I'm  as  old  as 
you  ?  "  asked  Ethel,  as  she  told  the  time. 

"  I  hope  so,  my  dear,  if  you  are  more  careful  of  your  eyes 
than  I've  been.  Shall  I  tell  you  the  reason  I  can't  see  any 
better  ?  " 

"  Oh,  do,"  said  Ethel. 

So  father  began :  "  The  doctor  says  it's  because  I've  smoked 
too  many  cigars.  I'm  trying  to  stop,  but  it's  hard  work,  and 
I'm  afraid  it's  too  late  to  make  my  eyesight  as  good  as  it  was 
once." 

"  Is  that  what  makes  your  eyes  red  ?  "  asked  Ethel. 

"  Yes,  dear;  I  suppose  so.  You  know  how  very  delicate  the 
eyes  are.  We  can't  touch  them  without  pain,  as  we  can  our 
arms  or  feet.     Smoke  seems  to  be  particularly  bad  for  them." 

"  It  makes  my  eyes  ache  when  you  smoke  in  the  house. 
I'm  glad  you  aren't  going  to  any  more,"  said  Ethel,  with  a 
little  sigh  of  relief. 

"The  doctor  told  me  several  things  about  tobacco,  that  I 
didn't  know  before,"  her  father  continued.  "  He  said  there 
is  a  poison  in  it  that  often  hurts  the  nose  and  throat  as  well  as 
the  eyes,  and  makes  them  raw  and  sore.  Perhaps  that  is  why 
I  have  had  so  much  trouble  with  my  throat,  though  I  never 
thought  of  it  before.  It's  been  sore  a  great  deal  of  the  time 
lately,  and  my  hearing  isn't  so  good  as  it  used  to  be  either. 

"  The  doctor  tells  me  that  children  are  learning  these  things 
in  school  now.  If  I'd  been  taught  them  when  I  was  a  boy,  I 
might  have  saved  my  eyes,  and  my  other  senses  would  have 
done  me  more  good,  too." 

Then  it  was  time  for  Ethel  to  go  to  sleep,  so  father  left  her 
in  her  little  white  bed,  for  old  Tick-tock  to  wake  up  in  the 
morning. 


284  THIRD   YEAR 

Tobacco  makes  the  eyes  red  and  bloodshot. 
Tobacco  irritates  the  lining  of  the  throat  and  nose. 
Tobacco  often  makes  the  throat  sore. 

Tobacco  hinders  the  Work  of  the  Sense  Organs 

In  showing  how  the  use  of  tobacco  makes  the  senses  dull 
and  stupid,  begin  by  reviewing  briefly  some  of  the  things 
which  each  sense  ought  to  do  for  us. 

Let  the  class  go  in  turn  to  the  window  or  door,  then  return 
and  name  all  the  objects  they  have  noticed  in  this  one  glance. 
Ask  each  to  name  some  pleasure  he  enjoys  every  day  because 
he  has  eyes  and  can  see  with  them.  Continue  this  exercise 
until  many  such  pleasures  have  been  thought  of  and  given,  and 
until  every  child  realizes  in  some  degree  how  much  he  owes  to 
his  eyes,  and  what  care  he  should  take  of  them  that  they  may 
last  as  long  as  he  lives. 

How  did  the  use  of  tobacco  affect  the  eyes  of  Ethel's  father  ? 
Has  tobacco  the  power  to  hurt  other  people's  eyes  in  the  same 
way  ?  What  gives  it  this  power  ?  What  pleasures  would  we 
have  to  do  without  if  we  should  lose  our  eyesight  ? 

Talk  with  the  class  in  a  similar  way  about  each  of  the  senses, 
helping  them  to  name  the  pleasures  we  receive  through  each 
when  it  is  well  trained  and  able  to  do  its  best  work.  Then  let 
the  children  tell  what  they  would  have  to  get  along  without  if 
they  could  not  hear,  or  taste,  or  smell,  or  feel  any  object. 

Tobacco  hurts  the  eyesight  and  may  destroy  it. 
Tobacco  sometimes  hurts  the  hearing. 
Tobacco  may  injure  the  senses  of  taste  and  smell. 
Tobacco  makes  all  our  senses  dull  and  stupid. 

LESSON   29. —GENERAL  EFFECT   OF  TOBACCO 

When  your  class  have  a  good  idea  of  the  way  in  which  tobacco 
dulls  the  different  senses,  they  need  to  connect  with  this  the 


THE  SPECIAL  SENSES  285 

injury  to  the  person  as  a  whole,  and  to  all  his  interests,  whether 
work  or  play. 

Uncle  Mason's  Toad 

Johnnie  Eaton  was  helping  the  gardener,  picking  up  stones 
and  bits  of  sticks  and  carrying  them  off  in  his  little  cart,  when 


an  old  toad  hopped  out  of  the  bushes  and  sat  blinking  solemnly 
at  him. 

"  Hallo,  old  fellow,  where  did  you  come  from  ?  "  said  John- 
nie, stopping  all  operations  to  look  at  the  intruder. 


286  THIRD  YEAR 

"Here's  a  toad,  Uncle  Mason,"  he  called  to  the  gardener. 
"  Shall  I  put  him  out  ?  " 

The  old  man  hobbled  up.  "No,  no,  my  boy,  let  him  be. 
He  catches  bugs  and  flies,  and  helps  to  keep  away  the  insects 
that  would  spoil  our  plants.  See  him  run  oat  his  tongue  and 
snap  up  that  fly  ?  He  never  fails  to  get  him,  and  the  first  time 
trying,  too.  Suppose  we  sit  down  on  this  bank  awhile  and 
watch  the  little  fellow,  and  I'll  tell  you  how  a  toad  made  me 
stop  using  tobacco." 

"  Why,  Uncle  Mason,  how  could  a  toad  do  that  ? "  asked 
Johnnie,  with  wide-open  eyes. 

"  Well,  I'll  tell  you.  I  used  to  smoke  and  chew,  but  I've 
stopped  for  good  now,  and  this  is  how  I  came  to  do  it. 

"  One  day  I  came  across  something  a  great  doctor  had  writ- 
ten, that  there  was  enough  nicotine  in  one  cigarette  to  kill  two 
toads.  I  didn't  know  what  nicotine  was,  but  it  set  me  think- 
ing, and  I  kept  asking  'round  until  I  found  out  that  it  was  a 
poison  that's  in  all  kinds  of  tobacco.  That  sounded  kind 
o'  scary,  and  I  got  out  my  pencil  and  did  a  little  figuring.  A 
good-sized  toad  weighs  about  half  a  pound,  and  I  weigh  one 
hundred  and  sixty  pounds.  According  to  weight,  it  would 
take  just  one  hundred  and  sixty  cigarettes  to  kill  me,  to  say 
nothing  of  chewing  tobacco,  and  I'd  get  them  smoked  up  in 
about  a  week.  WThen  I  looked  at  it  that  way,  I  said  to  myself, 
1  Mason,  it's  time  to  quit; '  and  I  did  quit,  then  and  there. 

"Of  course  I  knew  there  were  men  that  used  tobacco  and 
yet  lived  to  be  older  than  I  was,  and  I'd  used  it  a  good  many 
years  myself  and  hadn't  died  yet.  But  then  I  thought, 
'  Maybe  there  are  toads  that  it  takes  more  to  kill  than  it  does 
others,  and  anyhow,  it  isn't  safe  to  take  chances  with  that 
sort  of  thing.' 

"  Then  I  got  to  wondering  whether  a  toad  that  was  stuffed 
half  full  of  tobacco  poison  would  be  much  use  killing  flies,  and 
I  said :  — 


THE   SPECIAL   SENSES  287 

"  '  Mason,  that's  just  what's  been  the  matter  with  you. 
When  you  went  to  school,  you  were  always  at  the  foot  of  your 
class.  You  weren't  quick  at  seeing  things,  or  hearing  what 
was  said,  and  you  didn't  seem  to  be  more  than  half  awake  any 
of  the  time.  The  boys  that  didn't  smoke  could  run  faster  and 
play  better,  and  they  were  always  ahead  of  you.' 

"After  I  left  school,  it  was  just  the  same.  The  other  boys 
got  good  places  to  work,  and  I  didn't  get  much  of  anything, 
and  when  I  did,  I  couldn't  keep  up  with  the  other  men.  It 
was  tobacco  that  did  it  all.  Now  I've  stopped,  I  can  see  better 
and  hear  better  and  work  better.  I've  got  this  good  job  and 
I'm  doing  well  at  it,  and  it's  all  on  account  of  a  toad,  so  you 
see  I'm  fond  of  the  creatures  and  like  to  see  them  around." 

Uncle  Mason  hobbled  off  to  work  again,  and  Johnnie  went 
too,  but  he  smiled  at  the  toad  under  the  bushes  and  decided 
he  would  never  begin  the  use  of  tobacco. 

Tell  the  story  slowly,  then  let  the  children  try  to  give  it  in 
their  own  words.  As  the  different  ways  in  which  tobacco 
hurts  people  by  dulling  their  senses  and  thus  hindering  their 
chance  of  success  in  life  are  brought  out,  have  these  written  on 
the  board  and  read  aloud  by  the  class. 

MEMORY   POINTS 

Tobacco  makes  the  eyes  red  and  bloodshot. 

It  hurts  the  lining  of  the  nose  and  throat  and  often  makes  them 
sore. 

It  often  dulls  the  hearing. 

It  injures  the  sense  of  smell. 

It  blunts  the  sense  of  taste. 

It  weakens  all  the  seiises  and  keeps  them  from  doing  good 
icork. 

It  keeps  us  from  learning  our  lessons  quickly. 

It  prevents  our  being  quick  and  active  at  work  or  play. 


288  THIRD  YEAR 

It  keeps  us  from  enjoying  life  as  we  should. 
It  makes  us  poor  workmen. 
It  keeps  us  out  of  many  good  positions. 
It  is  always  a  hindrance;  never  a  help. 

EMINENT   AUTHORITIES  FOR   THE   TEACHER 
Tobacco  irritates  the  Sense  Organs 

When  tobacco  is  smoked  there  are  developed  certain  acrid 
vapors  which  have  an  irritant  action  on  the  mouth  and  throat. 
The  effects  of  smoking  are  in  part  due  to  irritant  matters  in 
the  smoke. 

The  habitual  smoker  usually  surfers  eventually  from  what 
is  known  to  medical  men  as  smoker's  sore  throat.  The 
inflammation  may  spread  up  the  Eustachian  tubes  and  im- 
pair the  hearing.  Cigarettes  are  especially  apt  to  cause  these 
symptoms. — H.  Newell  Martin,  M.D.,  F.R.S. 

Tobacco  impairs  the  Functions  of  the  Senses 

Tobacco  frequently  causes  disturbances  of  the  special  senses. 
Owing  to  the  irritation  of  the  nasal  mucous  membrane  the  ol- 
factory sensibility  is  impaired;  and  probably  owing  to  the 
irritation  and  congestion  set  up  in  the  nose  and  throat,  together 
with  central  nerve  disturbance,  the  hearing  is  sometimes  low- 
ered. 

But  of  all  the  special  senses  the  sight  is  most  seriously 
affected,  and  tobacco  amaurosis  or  amblyopia  is  a  not  infre- 
quent result  of  the  excessive  use  of  the  drug.  —  E.  Stuver, 
M.D.,  Ph.D. 

Tobacco  dulls  the  Intellect 

The  habit  of  cigarette  smoking  is  increasing,  even  among 
boys  of  not  six  years  of  age.  It  prevents  development  mentally, 
morally,  and  physically.  —  C.  T.  Cranfield,  M.D.,  Ph.T). 


THE   SPECIAL  SENSES  289 

LESSON  30.  — REVIEW  QUESTIONS 

Why  do  we  need  pure  air  to  breathe?  What  does  it  do 
for  us  ? 

How  is  the  air  we  breathe  out  different  from  what  we 
breathe  in  ? 

Why  should  we  wear  loose  clothing  ? 

How  can  we  enlarge  our  lungs  ? 

How  do  cigarettes  hurt  the  boy  who  uses  them  ? 

Why  are  all  alcoholic  drinks  dangerous  ? 

How  may  cider  hurt  those  who  drink  it  ?  wine  ?  beer  ? 

Why  does  alcohol  form  in  pressed-out  fruit  juices  ? 

What  is  food  ?     What  does  it  do  for  us  ? 

How  do  we  know  that  alcoholic  drinks  cannot  be  used  as 
foods  ? 

Where  is  food  prepared  for  use  in  the  body  ? 

How  does  it  get  to  every  part  ? 

Describe  the  work  of  the  heart. 

Why  do  we  need  two  sets  of  blood  vessels  in  the  body  ? 

What  is  the  work  of  the  brain  ?  of  the  nerves  ? 

Why  does  it  hurt  to  cut  the  foot  or  the  hand  ? 

Why  do  we  feel  no  pain  when  the  hair  is  cut  ? 

Why  do  we  need  special  senses  ?     What  work  does  each  do  ? 

How  does  tobacco  injure  the  sense  organs  ? 

How  can  we  keep  our  nerves  strong  and  healthy  ? 

How  do  alcoholic  drinks  hurt  the  brain  and  nerves  ? 

What  is  a  habit  ?     How  can  we  form  right  habits  ? 

What  are  the  uses  of  the  bones  in  our  bodies  ? 

How  should  the  bones  be  taken  care  of  ? 

How  is  the  proper  growth  of  the  bones  sometimes  hindered 
or  stopped  ? 

What  will  make  good  muscle  ? 

Why  do  we  need  muscles  ? 

Why  do  boys  usually  have  stronger  muscles  than  girls  ? 

OK.     LKSS.    IN    HY.  19 


290  THIRD  YEAR 

Why  are  boys  in  training  for  athletic  contests  not  allowed 
to  drink  or  smoke  ? 

How  can  we  train  to  become  strong,  well  men  and  women  ? 

Why  is  beer  such  a  dangerous  drink  ? 

How  is  beer  made  ? 

Why  do  we  need  a  covering  of  skin  on  our  bodies  ? 

How  does  cleanliness  improve  our  looks  ?  How  does  it  help 
to  keep  us  well  ? 

How  is  tobacco  always  a  hindrance  to  a  person  ? 


INDEX 


Abdomen,  94,  95. 
Alcohol. 
A  Poison,  88, 100,  206,  23(5,  265. 
Effects  on 
Blood,  278. 

Body  Temperature,  279. 
Growth,  251,  252. 
Nerves,  236,  237,  278. 
Senses,  111-115,  165. 
Skin,  278-280. 
In  Beer,  88,  100,  236,  264,  265. 
Cider,  46,  47,  50,  206,  207,  236.     . 
Rum,  88. 

Whisky,  88,  99,  100. 
Wine,  145,  236. 
Alcoholic  Appetite,  46,  47,   100,  144, 

146,  189-191,  207-209,  265. 
Alcoholic  Drinks,  99-101,  125,  212-214, 
219,  264,  265. 
Beer  and  other  Drinks  made  from 
Grains,  85-89,   125,  184,   191, 
192,  261-266. 
Contain   a   Poison,   188-191,   229, 

230. 
Effects,  85-89,  190-192,  264-266. 
Destroy  Appetite  for  Food,  265. 
Diminish  Strength,  191. 
Dull  the  Mind,  87-89. 
Hinder  Growth,  187,  188,  251. 
Hurt  the  Blood,  229,  230. 
Lower  the  Temperature,  88,  89, 

188. 
Make  Fat,  87-89,  190-192. 
Weaken  the  Body,  99-101,  190, 
192. 
How  made,  186,  187,  264,  265. 
Lead  to  Stronger  Liquors,  192. 
Not  a  Food,  184-191,  212-214. 


Cider,  45-50,  204-207. 

Effect  on  Individual,  46-50,  20(5, 
207. 

How  made,  45-50,  205,  206. 

Not  a  Food,  212-214. 

Why  Dangerous,  45-50,  206, 207. 
Effects  of  Alcoholic  Drinks  on 

Blood,  72,  229,  230. 

Brain  and  Nerves,  236,  237. 

Breathing,  172. 

Feeling,  111. 

Growth,  250,  251. 

Hearing,  113-115. 

Muscle,  259-261. 

Nerve  Control,  80. 

Sight,  115,  157. 

Smelling,  114, 115. 

Stomach,  219,  220. 

Structure,  134. 

Taste,  112-115,  138, 139, 141. 
Wine,  144-146,  207-209. 

Effects  on  Individual,  144-146, 208, 
209. 

How  made,  144-146,  208,  209. 

Not  a  Food,  212-214. 
Ankle,  98,  101. 
Apple,  43-50,  204,  205. 
A  Nature  Study,  43-45,  204,  205. 
Color,    Growth,  Locality,  Texture, 

Shape,  43-45,  204,  205. 
Hcalthfulness,  44,  205. 
Parts,  45. 
Arms,  67-74. 
Care,  70-74. 
Parts,  67-74. 


Back,  90-92. 
Backbone,  90. 


291 


292 


INDEX 


Blood,  218,  220-230,  275. 
Care,  227-230. 
Function,  220-230. 
Blood  vessels,  218,  222. 
Body  as  a  Whole,  117-129. 
Care,  118-120. 
Parts,  50-54,  117,  118,  128. 
Arms,  53,  54,  67-72. 
Feet,  52-54,  102-108. 
Hair,  127, 128. 
Hands,  53,  54,  74-80. 
Head,  53-60. 
Legs,  52-54,  96-101. 
Lower  Limbs,  52-54. 
Teeth,  125-128. 
Trunk,  50-54,  89-96. 
Upper  Limbs,  52-54. 
Bones,  75,  97,  98,  245-252. 
Care,  249-252. 
Function,  75,  245-249. 
Structure,  249. 
Brain,  161-168,  230-245. 
Function,  230,  231. 
How  protected,  231. 
Bread,  262. 

Breathing,  16,  169, 170. 
How  to  breathe,  1(5,  169, 170. 
What  to  breathe,  16. 
Why  we  breathe,  16. 
Breathing  Exercises,  171, 196, 197. 

Calf  of  the  Leg,  97, 101. 
Chest,  13, 16,  90-92,  197-200. 
Cider,  45-50,  204-207. 
Cigarettes,   29-31,    183,   202,  266-274, 
281-288. 
Contain  a  Poison,  229,  230,  266,  267. 
Cost,  269,  270. 
Effect  on 
Growth,  29-31,  36-37,  267-269. 
Health,  29-31,  36,  37,  59-60,  267- 

274. 
Mental  Ability,  29-31,  36,  37,  59- 
60,  181,  183,  202,  203,  239,  268, 
269. 
Senses,  110,  155-157,  181,  183,  239, 

281-288. 
Teeth,  126-128,  272. 


Throat,  159. 

Will  Power,  30,  31,  181,  183,  268, 
269. 
Cleanliness,  54-56, 1 22-124, 276-278, 280. 
Clothing,  39-40,  72. 
Kinds,  40. 
Need,  39-40. 
Coffee,  23-24,  74,  214. 
Color,  153. 
Condiments,  138-141. 

Ear,  160-168. 
Earache,  164,  165. 
Ear  Wax,  165. 
Eminent  Authorities. 
Alcohol. 
A  Narcotic,  95. 
A  Poison,  50,  89,  146,  209,  214,  230, 

252. 
Effects  on 
Blood,  172,  230. 
Bodily  Heat,  280. 
Brain,  214. 

Development,  61,  95, 128. 
Digestion,  214,  220. 
Excretion,  172. 
Growth,  61,  95,  128,    134,   252, 

260. 
Health,  74, 108,  129. 
Heart,  230,  260. 
Muscle,  74,  133,  134,  260-261. 
Nervous  System,  115,  133,  134, 

244,  245,  261. 
Nutrition,  95,  133,  134,  220,  252. 
Respiratory  System,  172,  204. 
Senses,   115,  141,  157,  167,  168, 

178, 245. 
Skin,  280,  281. 
Strength,  43,  74,  80,   101,   108, 

129,  191,  261. 
Structure,  95, 133, 134. 
Teeth,  252. 
Tissue,  252. 
Will  Power,  245. 
In  Beer,  209. 
In  Cider,  49-50. 
In  Wine,  146,  261. 
Not  a  Food,  43,  133,  134, 191,  214. 


INDEX 


293 


Eminent  Authorities. 
Alcoholic  Appetite,  89,  209. 
Alcoholic  Liquors,  61,  89,  146. 
Beer,  89,  191,  192. 
Contains  a  Poison,  191. 
Destroys  Appetite  for  Food,  265. 
Diminishes  Strength,  191. 
Leads  to  Stronger  Liquors,  192. 
Makes  Fat,  191,  192. 
Is  degrading,  192,  265,  266. 
Breathing,  171,  172. 
Cider,  49,  50,  209. 
Cigarettes,  31,  183. 
Cause  Disease,  31. 
Effects  on 
Health,  31. 
Heart,  31. 
Morals,  31. 
Nerves,  31. 

Respiratory  System,  31. 
Strength,  31. 
Cleanliness,  128,  280. 
Coffee,  74,  214. 
Exercise,  37,  74,  260. 
Face,  67. 

Fermentation,  146. 
Ferments,  49-50. 
Food,  43,  80. 
Good  Health,  67,  74. 
Good  Temper,  67. 
Growth,  74,  128. 
Habit,  Power  of,  244. 
Hand,  80. 
Health,  67,  74. 
Nutrition,  74,  80. 
Nicotine,  101,245. 
Pure  Air,  37,  43,  80,  204. 
Recess,  Value  of,  203,  204. 
Rest,  43. 
Sleep,  37. 
Tea,  74,  214. 
Tobacco. 

Contains  a  Poison,  96,  101,  273. 
Effects  on 
Digestion,  274. 
Development,   37,    61,   95,    252, 

288. 
Growth,  Height,  and  Weight,  61, 


74,   95-96,   108,   134,  184,  252, 
273,  288. 
Health,   74,   129,   183,   184,   204, 

273. 
Heart,  184,  273,  274. 
Mental  Power,  30-31,  37, 95,  129, 

184,  204,  273,  288. 
Muscular  Power,  74,  101,  273. 
Morals,  30,  31,  129,  265,  266,  273, 

288. 
Nerve  Tissue,  141,  184,  245,  273. 
Nutrition,  37,  61,  95,  134. 
Respiration,  172,  204,  273. 
Senses,   115,  141,  157,  167,  168, 

184,  204,  288. 
Strength,   61,  74,  80,  101,   108, 

183,  184,  204. 
Throat,  168,  172,  288. 
Water,  27. 

Wine,  89,  115,  146,  191,  209,  261. 
Essentials    to    Child's    Comfort,    10, 

11. 
Exercise,  14,  70-74,  94,  95,  99, 101, 120- 

122,  200,  201,  236,  249,  256. 
Eye,  109-114,  146-157. 
Eyebrows,  65,  67. 
Eyelashes,  65,  67. 
Eyesight,  154-157. 

Face,  61-67. 
Care,  65-67. 
Parts,  62-65. 
Shape,  61-62. 
Uses,  65-67. 
Feeling,  Sense  of,  110,  111,  114, 115. 
Care,  111,  114. 
Uses,  110,  111,  114. 
Feet,  102-108. 
Care,  103-105,  108. 
Parts,  102,  103,  108. 
Fermentation,  146. 
Ferments,  49, 50, 144-146, 189,  205-209, 

264,  265. 
Food,   34-35,   38-43,   87,    99,   119-121, 
129-134,  136-140,  187,  209-214, 
225,  228,  250,  275. 
Need    of,    38-40,    119-120,    136-137, 
209-212. 


294 


INDEX 


Food. 
Proper  Kinds,  34-35,  41-43,  83,  84, 

119,  130-133,  210-212. 
Right  Amount,  132,  133,  212. 
Uses,  40-43,  87,  99,  120, 129-130,  187, 

211-212,  275. 
When  to  eat,  132, 133,  212. 

Gastric  Juice,  217. 
Grains,  81-89. 

Kinds  used  for  Food,  81-84. 

Right  Uses,  81-84,  88. 

Wrong  Uses,  84-89. 
Grapes,  141-146. 

Description,  142. 

Uses,  142-146. 
Growth,  Height,  and  Weight,  10, 29-40, 
98,  99,  101. 

Aids,  23,  34,  35,  91-95, 99,  101. 

Hindrances,  34-37, 91-95,  99-101, 125. 

Result,  32-35. 

Habit,  240-243. 

Hair,  59-60,  122,  127-128,  276 

Hands,  74-80. 

Care,  77-80. 

Parts,  74-77,  80. 
Head,  57-60. 

Care,  59-60. 

Parts,  57-58. 
Hearing,  113-115,  160-168,  283-288. 

Care,  162-168,  284-288. 

How  we  hear,  160-163. 

Training,  162-164. 
Heart,  87,  90-94,  222-230. 
Heel,  102, 108. 

Instep,  102, 103,  108. 
Introduction,  9. 
Iris,  148, 149. 

Joints,  69,  70,  76,  77,  97,  98,  101,  117. 

Kindness  and  Mercy,  240. 

Legs,  96-101. 

Parts,  96-98,  101. 

Uses,  98-101. 
Lungs,  16,  90,  94,  197-203,  226-227. 


Memory,  30,  60,  167. 

Effects  of  Alcohol  on,  30. 

Effects  of  Tobacco  on,  60. 
Memory  Points. 

Apple,  47. 

Arms,  72. 

Beer,  191,  265. 

Blood,  229,  230. 

Body  as  a  Whole,  54, 128. 

Bones,  251,  252. 

Brain  and  Nerves,  243,  244. 

Cider,  47,  208. 

Cigarettes,  30,  273. 

Ears,  167. 

Eyes,  156,  157. 

Face,  67. 

Feet,  108. 

Food,  42,  133,  213,  214. 

Grains,  88. 

Grapes,  145,  146. 

Growth,  Height,  and  Weight,  37. 

Hands,  80. 

Head,  60. 
Legs,  101. 
Muscles,  259,  260. 
Nose,  170,  171. 
Position,  20. 

Pure  Air  and  Breathing,  203. 
Senses,  114.  287,  288. 
Skin,  56,  279,  280. 
Stomach,  219,  220. 
Taste,  140,  141, 
Thumb,  80. 

Tobacco,  183,  273,  287,  288. 
Touch,  177. 
Trunk,  94,  95. 
Voice,  159. 
Water,  27. 

Wine,  145,  146,  208,  209. 
Muscles,  252-261. 
Care,  256-261. 
Function,  252-255. 
Structure,  255. 


Nails,  105,  108,  122,  124,  276. 
Narcotics,  236. 
Neck,  89,  90. 


INDEX 


295 


Nerves,  231-245. 

Care,  235,  236. 

Function,  231-235. 
Nicotine. 

A  Poison,  96,  180,  239,  286-288. 

An  Ingredient  of  Tobacco,  96,  239, 
286. 

Observation,  Training  in,  152, 153. 

Parts  of  the  Body,  50-54,  117, 118,  128. 

Perspiration,  65,  67. 

Poems. 

Beautiful  Hands,  74. 

Little  Children,  66. 

The  Maple's  Fingers,  53. 

The  Snarlies,  127. 
Position,  13-20,  249,  250. 

Marching,  18-20. 

Sitting,  15-17,  250. 

Standing,  16,  18,  20,  250. 
Pupil  of  the  Eye,  147, 148. 
Pure  Air,  14, 122, 195-204, 226-228,  249, 
258. 

Effect,  195-199,  258. 

Need,  198,  199.   ■ 

Rest,  71-74,  120-122, 128. 

Need,  72,  120-122,  128. 

Result,  72,  120-122,  128. 
Review  Questions. 

First  Year,  115. 

Second  Year,  192,  193. 

Third  Year,  289,  290. 

Saliva,  217,  225. 
Seeing,  109,  110,  114, 115. 
Care,  109,  110, 114. 
Training,  152-154. 
Uses,  109,  110, 114,  173. 
Self-Control,  112,  139,  158,  243. 
Sense  Organs. 
Ear,  160-168,  281-288. 
Care,  164-168. 
Parts,  161, 162, 167-168. 
Training,  162-164,  167, 168. 
Use,  160-162. 
Eye,  109, 110, 146-157,  281-288. 
Care,  110, 154. 


Parts,  146-149. 
Training,  152-154. 
Use,  109,  110,  153. 
Nose,  114,  168-172,  281-288. 
Care,  170. 

Parts,  114,  169, 170. 
Use,  114,  168. 
Skin,  54-56,  172-176,  274-281. 
Appearance,  54,  276. 
Care,  56,  276-281. 
Uses 

As  Sense  Organ,  172-176. 
As  Protecting  Organ,  54,  274, 275. 
Tongue,  111-115,  134-141. 
Care,  112-114,  137-141. 
Uses,  111-114, 134. 
Shin,  97,  98,  101. 
Shoulders,  91-95,  98. 
Skeleton,  245-252. 
Skin,  172-176,  274-281. 
Smelling,  114-115,  168-172,  287,  288. 
Care,  114,  170-172. 
Organ  of,  168. 
Uses,  114, 168-170. 
Songs. 
Apple  Song,  48. 
Clap ;  Clap ;  Hurrah,  73. 
Spine,  90. 

Stomach,  42,  132, 137,  214-220. 
Care,  42,  218-220. 
Description,  216-218. 
Work,  218-220. 
Stories. 
A  Cause  of  Earache,  164. 
A  Fourth  of  July  Story,  19. 
Agnes's  Fancy  Shoes,  103. 
A  Noisy  School,  17. 
Arthur  and  his  Mother,  126. 
A  Visit  to  the  Vineyard,  142. 
Beautiful  Eyes,  151.' 
Bessie,  14. 

Bob  and  the  Cherry  Tree,  32. 
Dick  and  the  Carving  Knife,  232. 
Early  to  Bed,  120. 
Elsie  and  Karl,  99. 
Eyes  that  cannot  see,  282. 
Feet  which  got  into  Mischief,  106. 
Field  of  Gold,  81. 


296 


INDEX 


Stories. 
Freddy  in  No-Hand  Land,  77. 
Harold's  Maple  Sugar,  135. 
How  Dan  got  his  Cherries,  122. 
How  Dan  hurt  his  Eyes,  154. 
How  Maude  keeps  Pure  Air  in  her 

Bedroom,  202. 
How  Tobacco  hurts  Land,  181. 
How  Tom  learned  to  see,  153. 
Jack's  First  Cigarette,  237. 
Mabel  and  her  Umbrella,  149. 
Marjory's  Waist,  92. 
Miss  Ayer's  School,  195. 
Miss  Cloud  and  Miss  Sunbeam,  66. 
Nelly's  Doctors,  256. 
Our  Likeness  to  Trees,  50. 
Paul  and  Bert,  33. 
Pietro's  Two  Breakfasts,  184. 
Poor  Horace,  46. 
Secret  of  a  Fine  Figure,  195. 
Story  of  Bread,  261. 
Susie  and  the  Dark,  150. 
The  Bird's  Nest,  68. 
The  Boy  who  broke  his  Arm,  72. 
The    Boy   who    stopped    Growing, 

250. 
The  Cousins,  241. 
The  Cross  Blacksmith,  190. 
The  Good  Painter,  54. 
The  Human  Mill,  214. 
The  Little  Apple  Blossom,  209. 
Tom  and  his  Ball,  45. 
Tom  had  been  there,  205. 
Toothbrush  Brigade,  125. 
Twins'  Lost  Trip,  270. 
Two  Heads  of  Rye,  84. 
Uncle  Mason's  Toad,  285. 
Water  better  than  Tea  or  Coffee, 

23. 
What  a  Blind  Man  did,  176. 
What  a  Teacher  saw  behind  a  Bush, 

202. 
What   Cigarettes   may   do   to   the 

Head,  58. 
What  made  Olga  Sleepy,  86. 
What  made  Tom  Sick,  24. 
Who  had  the  Best  Ears,  165. 
Why  Eddy  stopped  Growing,  36. 


Why  Helen  did  not  eat  her  Candy, 
137. 

Why  we  need  Water  to  drink,  21. 

Willie  and  Harry,  28. 
Strong  Drink,  86-88. 
Sunshine,  249,  251,  258,  260. 

Table  Manners,  139-141. 
Tasting,  111-115,  134-141. 
Care, 112-114,  137-141. 
Uses,  111-114,  134,  135. 
Tea,  23,  24,  74,  214. 
Tears,  150. 
Teeth,  125-128,  272. 
Care,  125-127. 
Shape,  125. 
Uses,  125. 
Thigh,  97-98, 101. 
Throat,  158-159,  281,  282. 
Tight  Clothing,  92-95,  199-201. 
Tight  Shoes,  103-105,  108. 
Tobacco,  178-184,  2(56-274. 
Contains  a  Poison,  180-184,  236,  266, 

273. 
Effects  on 
Land,  181-183. 
User,  180,  181,  183-184. 
Blood,  229,  230. 
Bones,  180,  183. 
Brain     and     Nerves,    237-239, 

268. 
Breathing  Organs,  172,  283-288. 
Feeling,  111,  115. 
Growth,  94-95,  108,  251,  252,  268, 

273,  274. 
Health,  182-183,  268-274. 
Hearing,   113-115,   165,  167-168, 

283-288. 
Heart,  181, 183, 184. 
Muscle,  259,  260. 
Nerve  Control,  80. 
Sight,  110,  115,  155-157,  281-288. 
Smell,  114-115,  281-288. 
Taste,  111-115, 138, 139,  141. 
Teeth,  126,  128,  272. 
Throat,  159. 
Leads  to  Drinking,  268,  273. 
The  Plant,  178-180. 


INDEX 


297 


Toes,  102-108. 
Topics  for 

First  Year,  12. 

Second  Year,  116. 

Third  Year,  194. 
Touch,  172-178. 

Care,  177. 

Organ  of,  175-178. 

Use,  172-178. 
Trunk,  50-54,  89-95. 

Back,  91,  92. 

Care,  91-95. 

Lower  Parts,  94,  95. 

Upper  Parts,  89-92,  94,  95. 


Voice,  157-159. 
Care,  158,  159. 
Use,  157,  158. 

Waist,  94,  95. 
Water,  21-27,  124. 

Danger  in  Impure  Water,  24,  25. 

Forms,  23,  24. 

Kind  to  drink,  24. 

Uses,  21-27. 
Wet  Feet,  105,  108. 
Wiuking,  150. 

Yeast,  263-265. 


Text- Books  in  Physical  Training 


BLAIKIE'S  SOUND  BODIES  FOR  OUR  BOYS  AND  GIRLS 
By  William  Blaikie,  author  of  "  How  to  Get  Strong  and 

How  to  Stay  So."     Cloth,  i6mo 40  cents 

A  manual  of  simple,  practical  exercises  for  the  training  and  develop- 
ment of  the  body  so  as  to  leave  no  muscle  undeveloped.  Numerous 
illustrations  are  given  to  make  the  directions  for  the  various  exercises 
clear  and  practical.  The  exercises  are  free  from  risk  and  can  be  easily 
learned.  They  can  be  practiced  in  the  schoolroom  in  the  brief  intervals 
between  the  recitations  under  the  eye  and  direction  of  the  teacher  without 
any  loss  of  time.  While  the  pupils  are  making  progress  irt  their  studies 
they  are  at  the  same  time  building  and  strengthening  their  bodies  and 
by  so  doing  secure  both  bodily  vigor  and  sound  health. 

MORRIS'S  PHYSICAL  EDUCATION 

By  R.  Anna  Morris.     Cloth,  8vo $1.00 

A  system  of  exercises  including  the  Delsartean  principles  of  execu- 
tion and  expression,  for  use  in  schools.  Each  exercise  and  drill 
prescribed  can  be  practiced  in  any  school,  and  the  few  pieces  of  appa- 
ratus suggested  are  simple  and  inexpensive.  Part  I  describes  general 
positions  and  drills,  and  furnishes  graded  instruction  for  the  development 
for  each  part  of  the  body.  Part  II  treats  of  the  subject  of  expression 
as  applied  to  reading,  articulation,  and  declamation.  Musical  selections 
are  given  to  accompany  the  physical  exercises,  and  appropriate  illustra- 
tions are  added  to  indicate  the  movements  and  positions  described. 

SMART'S  MANUAL  OF  SCHOOL  GYMNASTICS 

By  James  H.  Smart.      Revised  and  Enlarged  .         30  cents 

Consisting  of  free  gymnastics,  dumb-bell  exercises,  and  aesthetic 
exhibition  exercises,  so  planned  as  to  develop  every  part  of  the 
body.  Movements  are  provided  for  standing  positions,  sitting  positions, 
breathing  and  vocal  exercises,  dumb-bell  exercises,  military  movements, 
and  exhibition  figures.  The  book  is  fully  illustrated,  and  includes  a 
number  of  musical  selections  to  accompany  the  gymnastic  exercises. 


Zopies  of  any  of  the  above  books  will  be  sent,  prepaid,  to  any  address 
on  receipt  of  the  price  by  the  Publishers: 

American   Book  Company 

New  York  ♦  Cincinnati  ♦  Chicago 

dS3) 


New  Century  Series  of  Anatomy, 
Physiology,  and   Hygiene 


ANATOMY,  PHYSIOLOGY,  AND  HYGIENE 

For  High  Schools.  By  Henry  F.  Hewes,  A.B.,  M.D. 
(Harvard),  Instructor  in  Physiological  and  Clinical  Chemistry, 
Harvard  University  Medical  School  .         .         .         .         $1.00 

ELEMENTARY  ANATOMY,  PHYSIOLOGY,  AND  HYGIENE 

For  Higher  Grammar  Grades.  By  Winfield  S.  Hall, 
Ph.D.,  M.D.  (Leipsic),  Professor  of  Physiology,  Northwestern 
University  Medical  School 75  cents 

INTERMEDIATE  PHYSIOLOGY  AND  HYGIENE 

For  Fifth  and  Sixth  Year  Pupils,  or  Corresponding  Classes  in 
Ungraded  Schools.  By  Winfield  S.  Hall,  Ph.D.,  M.D. 
(Leipsic),  Professor  of  Physiology,  Northwestern  University 
Medical  School,  and  Jeannette  Winter  Hall,  Special 
Teacher  of  Physiology,  Berwyn,  111.  .         .         .40  cents 

NEW  CENTURY  PRIMER  OF  HYGIENE 

First  Book  for  Pupils'  Use.  By  Jeannette  Winter  Hall, 
Special  Teacher  of  Physiology,  Berwyn,  111.     .         .         .30  cents 

ORAL  LESSON  BOOK  IN  HYGIENE 

For  Primary  Teachers.  By  Henrietta  Amelia  Mirick,  A.B. 
(Wellesley),  Assistant  Editor  School  Physiology  Journal     .       $1.00 

The  New  Century  Series  of  Physiologies  has  been  heartily  endorsed 
by  representative  teachers  as  well  as  by  the  Scientific  Temperance 
Department  of  the  Woman's  Christian  Temperance  Union  for  the 
systematic  gradation  of  its  subject-matter,  for  its  adaptability  to  the 
different  classes  of  pupils  in  all  the  grades  from  the  primary  to  and 
including  the  first  years  of  the  high  school,  and  for  the  fulness  and 
accuracy  of  the  treatment  in  regard  to  the  nature  and  effects  of  alcoholic 
drinks  and  other  narcotics  on  the  human  system. 


Copies  sent,  postpaid,  to  any  address  on  receipt  of  the  price. 

American   Book  Company 

New  York  ♦  Cincinnati  ♦  Chicago 


BARNES'S  NEW  HISTORIES 
OE  THE   UNITED  STATES 


BARNES'S  ELEMENTARY  HISTORY  OF  THE  UNITED  STATES 

Told  in  Biographies  by  James  Baldwin.     Cloth,   i2mo, 

360  pages.     With  maps  and  illustrations    ....     $0.60 

BARNES'S  SCHOOL  HISTORY  OF  THE  UNITED  STATES 

Thoroughly   revised   and   brought   down    to    date.       Half 
leather,  8vo,  432  pages.     With  maps  and  illustrations         .        1.00 


THESE  standard  and  popular  histories  have  been  thoroughly 
modernized,  both  as  to  appearance  and  contents.  They 
offer  present-day  views  of  history  and  methods  of  teaching. 
The  larger  book  has  been  revised  in  every  particular,  and  the 
smaller  one  entirely  rewritten  by  that  charming  and  well-known 
writer  for  children,  Dr.  James  Baldwin. 

The  Elementary  History  tells  the  story  of  the  country 
in  a  series  of  biographies  of  important  men  as  recommended 
by  the  Committee  of  Fifteen.  The  incidents  narrated  show 
the  manners  of  the  time,  and  the  stories  are  all  intensely  inter- 
esting. The  numerous  illustrations  form  an  important  aid  to 
the  understanding  of  the  text. 

In  the  School  History,  while  the  fascinating  literary  style 
and  the  remarkably  successful  distinctive  features  of  the  original 
volume  have  been  retained,  greater  prominence  has  been  given 
to  industrial  and  social  development.  References  for  collat- 
eral reading  have  been  inserted  at  frequent  intervals,  and  many 
new  maps  and  pictures  introduced. 

Write  for  illustrated  descriptive  circular. 


AMERICAN  BOOK  COMPANY,   Publishers 

NEW  YORK        .  CINCINNATI  .       CHICAGO 

(us) 


RODDY'S  GEOGRAPHIES 

Roddy's  Elementary  Geography    -    •     Price  50  Cents 
Roddy's  Complete  Geography  •    •    •    -      Price  $1.00 

By  H.  JUSTIN  RODDY,  M.S. 

Department  of  Geography,  First  Pennsylvania  State  Normal  School 


THIS  SERIES  has  been  prepared  to  meet  a  distinct  demand  for 
new  geographies  which  are  thoroughly  up  to  date  and  adapted  for 
general  use  in  ordinary  schools  rather  than  for  a  particular  use  in  a 
highly  specialized  and  organized  ideal  system. 

They  are  distinctive  in  the  following  important  particulars: 

1.  An  adequate  amount  of  material  is  included  in  each  book  to 
meet  the  needs  of  those  grades  for  which  it  is  designed. 

2.  The  subject-matter  is  presented  so  simply  that  the  pupil  can 
readily  understand  it,  and  so  logically  that  it  can  be  easily  taught  by  the 
average  teacher. 

3.  Just  enough  physiography  is  included  to  develop  the  funda- 
mental relations  of  geography  and  to  animate  and  freshen  the  study 
without  overloading  it  in  this  direction. 

4.  The  simplicity  of  the  older  methods  of  teaching  this  subject  is 
combined  with  just  so  much  of  the  modern  scientific  methods  of  pres- 
entation as  is  thoroughly  adapted  to  elementary  grades. 

5.  The  physical  maps  of  the  grand  divisions  are  drawn  to  the  same 
scale,  thus  enabling  the  pupils  to  form  correct  concepts  of  the  relative 
size  of  countries. 

6.  The  political  and  more  detailed  maps  are  not  mere  skeletons, 
giving  only  the  names  which  are  required  by  the  text,  but  are  full 
enough  to  serve  all  ordinary  purposes  for  reference.  In  addition,  they 
show  the  principal  railroads  and  canals,  the  head  of  navigation  on  all 
important  rivers,  and  the  standard  divisions  of  time. 

7.  The  illustrations  are  new  and  fresh,  reproduced  mostly  from 
photographs  collected  from  all  parts  of  the  world  with  a  view  to  helping 
out  and  explaining  the  text  and  not  for  mere  embellishment. 

8.  To  secure  proper  practice  in  map  reading,  formal  map  studies 
or  questions  have  been  inserted  with  each  map,  directing  attention  to 
the  most  important  and  essential  features. 


Correspondence    regarding   the    examination    and    introduction   of 
Roddy's  Geographies  is  cordially  invited  and  will  receive  prompt  attention. 

American  Book  Company 

New  York  Cincinnati  Chicago 

(no) 


Webster's  School  Dictionaries 

REVISED  EDITIONS 


WEBSTER'S  SCHOOL  DICTIONARIES  in  their  revised  form  con- 
stitute a  progressive  series,  carefully  graded  and  especially  adapted  for 
Primary  Schools,  Common  Schools,  High  Schools,  Academies,  and  pri- 
vate students.  These  Dictionaries  have  all  been  thoroughly  revised, 
entirely  reset,  and  made  to  conform  in  all  essential  respects  to  that  great 
standard  authority  in  English, — Webster's  International  Dictionary. 

WEBSTER'S  PRIMARY  SCHOOL  DICTIONARY        .        .        .     $0.48 
Containing    over    20,000    words    and    meanings,    with    over    400 
illustrations. 

WEBSTER'S  COMMON  SCHOOL  DICTIONARY       .        .         .     $0.72 
Containing    over    25,000    words    and    meanings,    with    over    500 
illustrations. 

WEBSTER'S  HIGH  SCHOOL  DICTIONARY      ....     $0.98 

Containing  about  37,000  words  and  definitions,  and  an  appendix 

giving  a  pronouncing  vocabulary  of  Biblical,  Classical,  Mythological, 

Historical,  and  Geographical  proper  names,  with  over  800  illustrations. 

WEBSTER'S  ACADEMIC  DICTIONARY.  Cloth,  $1.50;  Indexed,  $1.80 
The  Same  ....  Half  Calf,  $2.75 ;  Indexed,  $3.00 
Abridged  directly  from  the  International  Dictionary,  and  giving  the 
orthography,  pronunciations,  definitions,  and  synonyms  of  the  large 
vocabulary  of  words  in  common  use,  with  an  appendix  containing 
various  useful  tables,  with  over  800  illustrations. 

SPECIAL  EDITIONS 

Webster's  Countinghouse  Dictionary    .         .  Sheep,  Indexed,  $2.40 

Webster's  Condensed  Dictionary     .     Cloth,  $1.44;  Indexed,     1  75 

The  Same      .         .         .  Half  Calf,  $2.75 ;  Indexed,     3.00 

Webster's  Handy  Dictionary 15 

Webster's  Pocket  Dictionary.     Cloth 57 

The  Same.     Roan  Flexible 69 

The  Same.     Roan  Tucks .78 

The  Same.     Morocco,  Indexed .90 

Webster's  American  People's  Dictionary  and  Manual    .         .          .48 
Webster's  Practical  Dictionary 80 


Copies  of  any  of  Webster's  Dictionaries  will  be  sent,  prepaid,  to  any 
address  on  receipt  of  the  price  by  the  Publishers  ; 

American   Book  Company 

New  York  ♦  Cincinnati  ♦  Chicago 

(104) 


Metcalf's  English  Series 

By  Robert  C.  Metcalf,  Supervisor  of  Schools,  Boston; 
Thomas  Metcalf,  late  of  the  Illinois  State  Normal 
University,  and  Orville  T.  Bright,  Superintendent 
of  Schools,  Cook  County,  111. 


ELEMENTARY  ENGLISH.     A  first  language  book. 

Cloth,  i2mo,  200  pages.     Illustrated        .         .         .         .40  cents 

ENGLISH  GRAMMAR.     For  Common  Schools. 

Cloth,  i2mo,  288  pages .60  cents 


LANGUAGE   LESSONS.     For  Primary  and  Intermediate  Schools. 

Part    I.     Cloth,  i2mo,  160  pages  .         .         .         .         .35  cents 
Part  II.     Cloth,  i2mo,  256  pages 55  cents 

These  books  form  a  complete  two-book  or  three-book 
series  in  English,  adapted  to  the  requirements  of  both 
graded  and  ungraded  schools.  The  lessons  are  naturally 
and  progressively  arranged,  each  being  followed  by  exer- 
cises that  are  not  only  illustrative,  but  also  test  the 
pupil's  understanding  of  the  subject  so  far  as  it  has  been 
presented.  The  work  throughout  is  eminently  practical 
and  simple,  including  only  those  topics  which  are  essential 
for  a  systematic  study  and  application  of  the  language. 
The  books  are  not  based  on  theory  alone,  but  are  the 
product  of  many  years'  successful  teaching  and  were  thor- 
oughly tested  in  the  class  room  before  their  publication. 


Copies  sent,  prepaid,  on  receipt  of  price. 

American    Book  Company 

New  York  ♦  Cincinnati  ♦  Chicago 

(78a) 


id  J5IJ4 


- 


4-51 


54  J ; 76 


UNIVERSITY  OF  CALIFORNIA  LIBRARY 


